Dissertations / Theses on the topic 'Modern Greek language teaching'
To see the other types of publications on this topic, follow the link: Modern Greek language teaching.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Modern Greek language teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Taylor, Alana Imani. "Potential applications of second language acquisition theory and modern language teaching curriculum to koine greek pedagogy." Thesis, University of Birmingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531441.
Full text
2
Smirniotopoulos, Jane C. "Lexical passives in modern Greek /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768748581145.
Full text
3
Tsiouris, Evanthia. "Modern Greek : a study of diglossia." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329814.
Full text
4
Catsimali, Georgia. "Case in Modern Greek : implications for clause structure." Thesis, University of Reading, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238666.
Full text
5
Whale, Peter Richard. "The teaching of New Testament Greek." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330178.
Full text
6
Tsili, Maria. "A syntactic account of quantificational phenomena in Modern Greek." Thesis, University of Essex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282503.
Full text
7
Zotou, Vasiliki. "Effective foreign language teaching : a Greek case study." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239863.
Full text
8
Becker, Thomas. "Contrastive analysis for teaching Koine Greek case syntax to Russian-speaking students." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p023-0209.
Full text
9
Pappas, Panayiotis A. "Weak object pronoun placement in later medieval and early Modern Greek /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451962976.
Full text
10
Philippou, Styliane. "Vision and language : the modern Greek world embodied in architectural form." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21464.
Full textAbstract:
This thesis is concerned with architecture as a creative process which is distinct with respect to the physical appearance of its end products and the manual operation exclusively proper to the architect, yet it can be contextualised within the wider circle of human making with respect to the mental image to which all artists work - when their interest focuses on an inner world of reality - and to the noetic and imaginative operations proper to all makers. First, it embarks on a theoretical inquiry into the nature of architecture as a creative activity or process whereby man is brought into dwelling commensurate with human nature. The purpose of this inquiry is to illuminate the meaning of architecture and the formal principle that finds expression in its products, the kinship between architecture and poetry, and the pivotal role and function of language in the significant act of architectural creation. This theoretical inquiry establishes the perspective within which the architectural making process is examined in the modern Greek socio-cultural context, the distinct historical milieu of Greece after Independence. Viewing architecture as a human poetic projection, as a realisation of the unity of being with word, vision with language, this examination aims at delineating this long poetic journey that through stages of loss and recollection brought about the embodiment of the inner reality of the Greek world in architectural form, made by the hand of Dimitris Pikionis. The stages of this process are traced and paralleled to those of modern Greek poetry, a contemporaneous art process directed towards making intelligible the same reality, and one with a privileged position in the cultural life of modern Greece. Subsequently, the thesis focuses on the making process as a personal creative experience. An account of Pikionis' personal poetic journey is followed by a close reading of his most accomplished work on the Attic hills. This work is viewed as the built product of his self-knowing and world-knowing process, the embodiment of his vision of "the mythical reality of the world", the same vision of the eternal and sacred aspect of visible things that The Axion Esti of Pikionis' contemporary poet, Odysseus Elytis, seeks to evoke. A comparison is ventured between Pikionis' architectural work and The Axion Esti of Elytis, two art-acts which are not simply contemporaneous but also in the same spirit of loyalty - loyalty without servility - to the values and principles of the cultural order in which the two individual creators found themselves embedded and which, for them, conforms to the order of the natural world which they inhabit. Finally, the suggestion is put forward that the architectural act, and the art-act in general, the begetting of a significant form which 'speaks' about and of the created world-order, is essentially a 'world-redeeming' act, an act directed towards a recreation of the world as it was in the beginning.
11
Kostopoulou, Erato. "Empty categories and related phenomena in pro-drop languagues evidence from Modern Greek." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5491.
Full text
12
Моторна, Ю. С. "Modern tendencies and innovations in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10579.
Full text
13
Mavrommati, Theodora D. "A pictographic method for teaching Greek spelling to dyslexic children." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297716.
Full text
14
Armosti, Spyros. "The phonetics of plosive and affricate gemination in Cypriot Greek." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609246.
Full text
15
Gallagher, John James. "Vernacular language-learning in early modern England." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708914.
Full text
16
Sougaris, Areti-Maria. "The use of oral negative feedback by native and nonnative speaker teachers in Greek EFL classrooms." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386027.
Full text
17
Kseibat, Dawod. "Adaptive intelligent tutoring for teaching modern standard Arabic." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134371.
Full textAbstract:
The aim of this PhD thesis is to develop a framework for adaptive intelligent tutoring systems (ITS) in the domain of Modern Standard Arabic language. This framework will comprise of a new approach to using a fuzzy inference mechanism and generic rules in guiding the learning process. In addition, the framework will demonstrate another contribution in which the system can be adapted to be used in the teaching of different languages. A prototype system will be developed to demonstrate these features. This system is targeted at adult English-speaking casual learners with no pre-knowledge of the Arabic language. It will consist of two parts: an ITS for learners to use and a teachers‘ tool for configuring and customising the teaching rules and artificial intelligence components among other configuration operations. The system also provides a diverse teaching-strategies‘ environment based on multiple instructional strategies. This approach is based on general rules that provide means to a reconfigurable prediction. The ITS determines the learner‘s learning characteristics using multiple fuzzy inferences. It has a reconfigurable design that can be altered by the teacher at runtime via a teacher-interface. A framework for an independent domain (i.e. pluggable-domain) for foreign language tutoring systems is introduced in this research. This approach allows the system to adapt to the teaching of a different language with little changes required. Such a feature has the advantages of reducing the time and cost required for building intelligent language tutoring systems. To evaluate the proposed system, two experiments are conducted with two versions of the software: the ITS and a cut down version with no artificial intelligence components. The learners used the ITS had shown an increase in scores between the post-test and the pre-test with learning gain of 35% compared to 25% of the learners from the cut down version.
18
Buckley, Lydia. "Teaching portfolio: Français." Kansas State University, 2008. http://hdl.handle.net/2097/1016.
Full textAbstract:
Master of ArtsDepartment of Modern Languages
Amy L. Hubbell
This portfolio presents demonstrably proven effective guidelines for classroom activities in accordance with the widely accepted, communicative approach to teaching foreign languages. Stemming from the author's own personal experience with eighth-grade French students, these examples are based on the standard principles of Communicative Language Teaching. As graphically and comprehensively illustrated in this portfolio with student-friendly, image- and table-enhanced templates, the author identifies and explains how structured input and output activities might be developed to encompass the four components of teaching a language: namely, listening; reading; writing; and speaking. Beyond the objective of showing the usefulness of this teaching/learning method through examples of structured activities, the author augments the portfolio with valuable associated teacher's materials including a current professional teaching CV, a philosophy of teaching statement, a working syllabus, a classroom management plan, and a rationale for the activities included -- all of which are applicable to typical classroom environment situations. These carefully constructed worksheets and visuals are amply and appropriately interspersed throughout the sectional contents of the portfolio, thereby adding to the understanding of the textual descriptions of recommended teacher and student activities. In this manner, the author has documented a tested and practical set of working materials designed to promote the facility, ease and enthusiasm of learning languages from both the teacher and student points-of-view and needs. The compartmentalized contents of this portfolio, organized into 13 sections as listed in the table of contents, comprise a wide range of actual classroom activities that evolved from the author's daily teaching experiences. The portfolio instructions and examples also incorporate the well-founded and well-known teaching techniques documented in the professional literature as cited throughout the narrative text. For this purpose then, this portfolio delivers a complete and thorough description of possible teacher and student activities in various foreign language classroom scenarios.
19
Sims, Andrea D. "Minding the gaps inflectional defectiveness in a paradigmatic theory /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1157550938.
Full text
20
Dalalakis, Jenny E. "Developmental language impairment : evidence from Greek and its implications for morphological representation." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42010.
Full textAbstract:
Developmental Language Impairment (DLI) is a language disorder characterized by difficulties in both language production and comprehension most readily observable on the morphological level. Previous research suggests that DLI subjects are atypical regarding word decomposition and word formation.Given these observations, two questions arise: What is the extent of DLI insensitivity to word-internal structure and to morpheme features? and Is this insensitivity equally evident in inflectional, derivational and compounding processes? Three experiments address these questions: plural formation, nominal compounding and diminutive formation and comprehension.
These word formation processes are very productive Greek and are observed from (2;0) onwards in non-impaired children cross-linguistically. Nominal roots (bound) are mapped to other bound morphemes: inflectional affixes for plural formation, derivational affixes and inflectional affixes for diminutive formation, and lexical morphemes and inflectional affixes for compound formation.
In this thesis, the performance of Greek DLI subjects was compared to that of non-impaired controls using elicited production and comprehension tasks that probed real and novel word formation. Results show that DLI children are not sensitive to morphological features and have difficulty knowing where root boundaries are. Given the atypical performance of DLI children, the initial hypothesis on the building of an atypical competence appears to be supported.
21
Granqvist, Kimmo. "Notes on Eastern Cretan phonology : a corpus-based study /." Doctoral thesis, Stockholm : Almqvist & Wiksell international, 1997. http://catalogue.bnf.fr/ark:/12148/cb375510652.
Full text
22
Gregory, Debra Jane. "The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4836.
Full textAbstract:
The purpose of this study was to identify the preferred learning styles of Greek EFL students and teachers in Greece. The learning styles examined were visual, auditory, kinesthetic, tactile, group and individual. The study was conducted at a private English language school in Piraeus, Greece. Ninety-two Greek EFL students (33 male and 59 female) ranging in age from 13 to 22, and 11 Greek EFL teachers (3 male and 8 female) ranging in age from 22 to 52 constitute the sample. The study used the self-reporting learning style questionnaire that Reid (1987) developed to measure the preferred learning style preferences of ESL students in the U.S., and is a partial replication of Reid's study. The instrument was used to determine the major, minor and negligible preferred learning styles of Greek EFL students and teachers. Data from the learning style questionnaires were analyzed using paired t-tests, unpaired t-tests, single-factor and two-factor ANOVAs. Statistical analysis indicated kinesthetic learning as a major learning style for students, and visual, kinesthetic and tactile learning as major learning style preferences for teachers. No negligible learning styles were reported for either group. Students tended to prefer teacher-centered learning styles (visual, auditory and individual learning) slightly more than student-centered learning styles (kinesthetic, tactile and group learning). Furthermore, teachers tended to prefer student-centered learning styles slightly more than teacher-centered learning styles. Data from both groups (teachers and students) suggested interaction effects for age and gender. The results of this study raise questions concerning the reliability of Reid's instrument. Neither subject groups in this study, nor subjects in Hoffner's (1991) or Pia's (1989~ studies, identify negligible learning styles on the part of the subjects. This raises questions related to the reliability of Reid's instrument. It suggests that further study needs to be conducted in measuring learning style preferences in culture specific studies.
23
Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.
Full textAbstract:
Master of ArtsDepartment of Modern Languages
Mary T. Copple
This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared. The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depicting a story. Upon completion of the presentation of each visual, participants were asked a prompt question and their narration of the events portrayed in the visuals recorded. The narratives were transcribed and analyzed in order to test (1) if still pictures and video are equally effective in eliciting elaboration in the narratives, defined in this case, as the number of new referents introduced and the number of adjective and verb types produced; and (2) if exposure to still pictures and video elicit narrations of similar length. Both kinds of visuals stimulated learners to create narratives and elaborate on what had been shown in them. The video task elicited narratives roughly 10% longer than the picture task in regards to the raw number of words. When linguistic factors were compared, participants introduced new referents at comparable rates in both tasks while they employed 10% more verb types in the video task. Additionally, the series of still pictures prompted participants to employ a much higher number of adjective types. These observations suggest that a series of still pictures are an effective alternative for video for eliciting narratives. This study provides support for the use of still pictures as an equivalent to videos in situations where videos are less accessible in language classrooms (due to lack of technological access).
24
Barra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.
Full text
25
Rytting, Christopher Anton. "Preserving subsegmental variation in modeling word segmentation (or, the raising of baby Mondegreen)." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1167698589.
Full text
26
Kupula, Mikko. "Adnominal Possession and Ditransitives." Doctoral thesis, Stockholm : Visby : Department of Linguistics, Stockholm University : Acta Universitatis Stockholmiensis ; eddy.se [distributör], 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8150.
Full text
27
Weyrick, David. "The utilization of pedagogical techniques sensitive to potential student frustration in the study of New Testament Greek." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
Full text
28
Li, Yawei. "“Other People’s Children”: Implicit Comparison in Modern Chinese Conversation." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525541941003334.
Full text
29
Okal, Ahmet, and Ahmet Okal. "Turkish Global Simulation: A Modern Strategy for Teaching Language and Culture Using Web Technologies." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625549.
Full textAbstract:
In spite of the increased emphasis since being designated by the United States National Security Language Initiative (NSLI) as one of the sixteen critical languages, the number of students studying Turkish at the university level is small (MLA, 2015). During implementation of this project, several problems unique to Turkish arose. According to the Defense Language Institute (DLI), the degree of difficulty for English language speakers to learn Turkish is greater than that of most European languages because of the vast cultural differences between the United States and Turkey. There is one commonly used textbook at the university level across the United States (Öztopçu) which succeeds in delivering the teaching materials suitable for a traditional classroom but fails to provide opportunities for students to develop cultural and communicative competence. Additionally, it fails to offer digital technology, such as online study materials, which many students would prefer to have included in their academic studies (ECAR, 2014). The Turkish Global Simulation (TGS) project offers a solution: the development of effective teaching materials that would provide students access to the Turkish language and culture using the latest technologies that students already use and enjoy. The TGS was based on the French Apartment Building (Dupuy, 2006a, 2006b), which exemplifies relevant task-based instruction. The French Apartment Building project helps students attain communicative competence and cultural literacy through books and web resources, and focuses on improving students' reading and writing skills. The TGS allows students to experience a virtual life as a tenant in an apartment building in Istanbul. This is accomplished with the use of web applications (Facebook, Google Earth, Google Docs, Google Voice, emails, Blogger, chats, text messages, podcasting, audio-video files, 3-D maps, and Google Bookmarks), and authentic materials (e.g. movie/music clips). I delivered the tasks and the materials—in accordance with the American Council on the Teaching of Foreign Languages (ACTFL) standards—through the TGS project, which was first piloted and run successfully for several years to teach second-year second-semester university Turkish learners. The project involves a semester-long simulated life in a Computer Assisted Language Learning (CALL) environment, and promotes cultural and communicative competence while motivating students to be virtually connected to a new culture, autonomous, and lifelong learners. The specific research questions address: 1. How does the TGS project affect student’s cultural competence? 2. How effective is the TGS project as a context for language learning? 3. How do students compare the TGS with more traditional learning methods? How do teachers evaluate the Turkish textbook? 4. How effective is Internet technology in the TGS project?
A number of different instruments were used to measure the effectiveness of global simulation in promoting cultural competence: oral interviews, ACTFL standards textbook evaluations, Flashlight surveys, teacher-course evaluations, and the TGS final exams. The results revealed that the success of global simulation in Turkish has clear implications for teaching not only Turkish, but also other less commonly taught languages, for which the classroom is the predominant method for American university students to learn a foreign language and culture.
30
Boskovic, Vladimir D. "The Ethos of Language and the Ethical Philosophy of Odysseus Elytis." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11573.
Full textAbstract:
My dissertation deals with the ethical philosophy of the Greek poet and Nobel Prize winner Odysseus Elytis (1911-1996). Responding to the "ethical turn" in literary scholarship, I scrutinize the notion of ethos and ethics, which permeates Elytis' writing, and its place in Elytis' poetic universe. Revolving around Elytis' "theory of analogies," this topic involves a number of diverse and complex literary dialogs, from Plato and Plotinus to German and Greek Romantics, forming part of an unwavering aesthetical and ethical worldview—an alternative cultural, spiritual, and political paradigm Elytis sought to establish. I often encountered little-noticed textual connections which show deeper background contacts, such as the permeating role of Platonism in the literary formation of many among these authors, or Elytis' reading of Friedrich Hölderlin which was at times surprisingly compatible with Heidegger's. I also argue that Elytis' reception of ancient philosophers and poets, such as Empedocles or Pindar, was often intrinsically connected with the ethical considerations of his times. The dissertation includes archival material from the Aristotelian University of Thessaloniki and the Gennadius Library in Athens, which confirmed many of my hypotheses about Elytis' intellectual preoccupations.The Classics
31
Lynch, Michael Patrick. "Target language use in Modern Language classrooms : perception and change among newly qualified teachers in Scotland." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/20424.
Full textAbstract:
In this thesis I investigate the practices and perceptions of some Newly Qualified Teachers (NQTs) of modern foreign languages (MFL) in Scotland in relation to how they use the target language (L2). I seek to answer the questions “In what different ways do student teachers of modern languages use the target language in Scottish secondary school classrooms?’, ‘What reasons do they give for how they use it?” and “In what way(s), if any, do newly qualified teachers of modern languages change teaching pedagogy in their initial stages of teaching in relation to the use of the target language and what reasons do they give for any changes they make?”. The issue arises because of the continuing gap between what initial teacher education (ITE) advocates in respect of L2 use and what qualified teachers say they do, in so far as there is evidence in this area. There is little empirical evidence relating to how and why MFL NQTs develop the practices and perceptions of qualified teachers. Data was gathered through an online questionnaire issued to all modern languages teachers in Scotland and semi-structured interviews were conducted with a small group of PGDE (Secondary) Modern Languages students at the end of their PGDE year and at the end of their first year of teaching as NQTs. Audio-recordings of the NQTs were also made during this first year of teaching. Data from the four sources were analysed using an inductive approach, remaining flexible in terms of extending, modifying and discarding categories. The findings revealed that the NQTs used considerably less target language during their NQT year and had changed their views on the target language substantially since their PGDE year. They reported that they found it difficult to use L2 for discipline, grammar teaching, explaining things and for social chat. At the same time there were huge changes in their practice and big changes in their views vis-à-vis L2 use. Significantly, the data revealed that these changes in practice and views happened very quickly, were a lot starker and occurred a lot faster than previously thought. This situation seems to have many causes – influences from experienced colleagues, survival tactics, how teachers develop their own pedagogy and identity as teachers. This thesis recommends that those involved in ITE and Career Long Professional Learning look particularly at the two areas of situated learning and teacher cognition in relation to the use of the target language. It further recommends collaborative research between teachers in schools and other agencies, such as Education Scotland and local authority quality improvement officers, together with teacher educators to develop an understanding of how to promote effective learning and teaching strategies in relation to the use of the target language in class.
32
Alkalaki, Eleni. "Pedagogical Content Knowledge : A comparative study of Greek heritage language teachers in Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194178.
Full textAbstract:
Instructional quality is essential for student learning. Pedagogical Content Knowledge, which is considered the interim between knowledge and pedagogy has been found to have a positive impact on instructional quality and subsequently student achievement. Studies in Pedagogical Content Knowledge have been mainly targeted on mathematics and science, leaving the language education domain underrepresented. From a comparative perspective, this study investigated Greek heritage language teachers ́ Pedagogical Content Knowledge, taking into consideration their teaching experience. Data collected by interviews, undertaken by nine participants, showed that teachers employ their Pedagogical Content Knowledge mostly by adapting the material, instruction, and assessment to the individual needs of the students. The analysis also suggested differences between more and less experienced teachers. More experienced teachers were found to be more comfortable and autonomous in the classroom, while less experienced teachers mentioned feeling insecure and fearing unexpected situations. More experienced teachers also established more advanced Pedagogical Content Knowledge, because of their ability to connect the new information with previous knowledge of the students as well as using personalized assessment for students. The data also showed that heritage language teachers in Sweden face many challenges in their teaching, with heterogeneity in language proficiency being the most persistent. The implications suggested in this study aim to improve heritage language learning and developing a supportive system for teachers and students in order to avoid the language shift that is present threatens the vitality of heritage languages.
33
Kunschak, Claudia. "Awareness of and attitudes toward variation in L2: Origins, prevalence and implications for second/foreign language teaching." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289947.
Full textAbstract:
The present study investigated awareness of and attitudes toward language variation among college level learners of German as a foreign language. The first part, language samples of varieties of English and German, was presented to students with Likert-type/Osgood semantic differential response sheets to explore patterns of reactions indicative of students' attitudes. The second part, a questionnaire including demographic items, items on German language background, and special items on language variation in English and German, was designed to examine possible connections between awareness and attitude in English, in German, and across languages, as well as any potentially related demographic or linguistic background factors. The third part, interviews of volunteers, was included to provide qualitative insights into the web of life experiences, linguistic background, and awareness of and attitudes toward language variation. The underlying purpose of the study was the establishment of baseline data on awareness of and attitude toward language variation among college students with a view to incorporating these findings into language planning, teacher training, material development, and classroom practice. Variation awareness was found to be well-developed among students, especially in L1 where up to 90% declared having experienced variation as opposed to 70% for L2, German. Attitudes toward variation were quite positive in L1 and slightly negative in L2. Awareness and attitudes were found to correlate strongly both within the languages and across languages. Overall, students found it important to learn about variation in L1 and L2 (4 out of 5 on a scale from 1-5). According to interviewees, language variation has a strong cultural component and awareness thereof has the potential to enhance communication. Based on these findings, the following recommendations can be formulated. Students' rich linguistic background and sometimes dormant metalinguistic capacities should be taken advantage of. Curricula, materials, and teacher training modules reflecting a concern for language variation should be developed. Finally, collaboration between L1 and L2 instructors and/or programs could contribute to disentangling the web of variation awareness and attitudes, cognition and affect, acceptability, appropriacy and critical language use.
34
Dabrowski, Richard. "Criteria for appraising computer-based simulations for teaching Arabic as a foreign language." [Bloomington, Ind.] : Indiana University, 2005. http://handle.dtic.mil/100.2/ADA434095.
Full text
35
Mueller, Caroline. "The piecing of identity : an autobiographical investigation of culture and values in language education." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31125.
Full textAbstract:
This study will explore my own perception of my personal and professional roles as a language teacher in Nunavik and in Japan. In this qualitative study, I attempt to understand the negotiation of language and culture both in and out of the classroom. Using the autobiographical narrative method, I investigate questions about language and identity through my own personal lens and voice. My inquiry comprises two elements; it examines and interprets key episodes in my life as a learner and teacher, and as a researcher, I link these topics to theoretical and empirical knowledge. My narrative begins with the early years of my life as a Francophone immersed in an English neighbourhood in Montreal, grounding it in the particular experiences of my own learning and teaching. The study also includes a comparative analysis of my teaching experiences in Northern Quebec and in Japan. The journals I kept throughout my teaching assignments provide material for analysis which contributes a unique perspective to the body of literature addressing the relationship between culture, values, language and identity. I close the discussion with recommendations for the improvement of second language teaching and teacher development in intercultural contexts.
36
Roth, Dawn. "The European Language Portfolio : An assessment in Mother Tongue Teaching." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17352.
Full textAbstract:
The present study focuses on teacher’s attitudes to the European Language Portfolio (ELP) in mother tongue English programs. More specifically it will explore how effective the ELP and portfolio assessment are in mother tongue teaching inSweden. The aim is also to assess whether mother tongue English students perform equally well in the four language skill areas. This case study seeks to find the strengths and weaknesses of the ELP according to the teachers that are using the ELP as an assessment tool, as well as investigating previous evaluation materials used to identify achievement in mother tongue. For this purpose, a case study was conducted using semi-structured interviews with four English mother tongue teachers at theLanguageCenterin Göteborg (henceforth LCG). The teachers interviewed at the language center use the ELP assessment but do not actively use the other parts of the language passport. The LCG materials for the mother tongue ELP were adapted from the original ELP 6 to 16 years created for Österåker municipality by Iakovos Demetriádes in 2007. Mother tongue teachers in Göteborg have since identified a number of the ELP’s strengths, as well as some of its weaknesses. The ELP is compatible with the Swedish syllabus, which makes it easier to write a written assessment for each class from the 1st grade and up. There are however problems with individual teachers interpretation of ELP descriptors. These problems will be brought to light later on in this paper.
37
Li, Yuting. "Early Cantonese transliterations as a phonological basis for modern Hong Kong English." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/710.
Full textAbstract:
The research question of this dissertation is whether the early Cantonese-English contact provides a phonological basis to the development of Hong Kong English (HKE henceforth). The dissertation provides an affirmative answer by studying four Cantonese-English bilingual dictionaries in the mid 19th and early 20th centuries. The empirical evidence from the four bilingual dictionaries reveals three types of phenomena: inheritance, stabilization, and deviation. The phenomenon of inheritance refers to the phonological features discovered in the early Cantonese-English contact that have persisted in modern HKE. The phenomenon of stabilization includes the phonological features of the early Cantonese-English contact that are fortified and regularized in modern HKE. The phenomenon of deviation indicates certain phonological features of the early Cantonese-English contact differ from those of modern HKE. The findings of the dissertation fill two research gaps in the literature of HKE. One research gap is the omission of the English acquisition patterns for average Hongkongers before mass English-language education was implemented in the 1970s. For the Hongkongers who had no access to formal schools, the Cantonese-English bilingual dictionaries were used as the learning materials in self-study or private schools. The other research gap is the lack of a historical perspective into the variations of modern HKE phonology. Most of the studies on HKE are synchronic in nature and fail to realize that the variations may be derived from the two different English acquisition patterns in history. This dissertation reveals that the phonology of the functional bilinguals in HKE (the HKE speakers who could use English for various formal and informal needs) might be influenced by the phonological features of inheritance and stabilization discovered in the early Cantonese-English contact. The findings establish the historical connections behind modern HKE phonology, enhancing the recognition of HKE as an autonomous New English Variety. This enables HKE to be the symbol of solidarity for Hongkongers. This dissertation investigates the historical data from the Cantonese-English bilingual dictionaries that remain largely unstudied for a long time. Transformed into a retrievable dataset, the historical data can be used for linguistic theorizing.
38
Huber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.
Full textAbstract:
Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language choice, Ll or TL, among instructors. Over a ten week period, six languages were observed and audiotaped on five separate occasions. The study asked the following questions: 1) If Ll (English) is used in university-level foreign language classrooms, what is the ratio of Ll to TL?; 2) For what purposes is the Ll used?; 3) What are teachers' and students' perceptions and attitudes regarding use of the Ll in the foreign language classroom? A categorization grid was created to answer the second research question. A student questionnaire and teacher interview were administered to answer the third research question. The results were analyzed using descriptive statistics. It was found that three out of the six languages used the Ll an average of 10% or less of the time, while the remaining three languages used the Ll for an average of 13% or more of the time. In regard to the second research question, four out of the six languages used the Ll most frequently for the purposes of language analysis and vocabulary translation. This investigation has attempted to explore and discuss practices within some foreign language classrooms at the university-level and to create greater awareness of those practices.
39
Gammon, J. "An investigation into the use of word processors in the teaching of modern languages at a tertiary college." Thesis, University of Surrey, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383517.
Full text
40
Oakes, Daylin L., and Daylin L. Oakes. "Teaching Latin as a Living Language: Reviving Ancient, Medieval, and Renaissance Pedagogy for the Modern Classroom." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624153.
Full textAbstract:
This thesis considers the history of Latin pedagogy through the lens of the Comprehensible Input Theory of second language acquisition (SLA) developed by Stephen Krashen in the 1980s. It rejects Grammar-Translation pedagogy in favor of Living Latin pedagogy, which prioritizes language acquisition over language learning. Evidence of successful Comprehensible Input pedagogy found in many examples of Latin instruction from history shows the potential to adapt for the modern classroom those historical methods which were oriented towards the acquisition of the Latin language, and these have subsequently been shown to be supported by Krashen's work.
41
Pittas, Evdokia. "Predicting Greek Cypriot children's reading and spelling from morphological and dialect awareness." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:8561303a-af7e-432c-b7cc-0ef15b5a620a.
Full textAbstract:
The aim of this longitudinal study was to examine the contribution of phonological, morphological and dialect awareness to the prediction of reading and spelling in a Greek bi-dialectal setting. The target group (N=404) consisted of children, aged 6 to 9 years at the start of the project, who learn literacy in Cyprus, where a dialect is spoken in certain contexts but where Standard Modern Greek is also widely used. At present there are few studies with Greek Cypriot children on how phonological, morphological and dialect awareness relates to reading and spelling. Because there are no standardised measures of phonological, morphological and dialect awareness with Greek Cypriot children, measures of these factors were developed during the pilot study and their internal consistency was assessed. With the larger sample the measures were validated by examining their construct validity. The first wave of data collection showed that morphological and dialect awareness make unique contribution to the prediction of reading and spelling in Greek. The second wave of data collection showed that the measures of morphological and dialect awareness predicted performance in reading and spelling eight months later, even partialling out grade level, estimation of verbal intelligence and initial scores in reading and spelling. A model with dialect awareness as a mediator between phonological and morphological awareness and reading and spelling fitted the data better than a model with phonological or morphological awareness as mediators, and hence, phonological awareness and morphological awareness help children to become aware of the differences between their dialect and the standard variety, and dialect awareness in turn facilitates reading and spelling. Cross-lagged correlations showed that the more experience children have with reading and spelling, the more likely they are to develop morphological and dialect awareness. This study makes theoretical, empirical and practical educational contributions. The established mediational model contributes to the theoretical knowledge of the connection between dialect awareness and phonological and morphological awareness and reading and spelling while the longitudinal study contributes to theory the long term relation of morphological and dialect awareness with reading and spelling in Greek. Empirically, the study established the plausibility of a causal link between morphological and dialect awareness and reading and spelling, which must be tested in further research using intervention methods. In practice, this study contributes valid measures for assessing morphological and dialect awareness in the Greek Cypriot setting.
42
Onken, Busaki. "Letter-sound relationship in modern British English: theoretical considerations and teaching implications for Zairean efl beginners." Doctoral thesis, Universite Libre de Bruxelles, 1987. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213424.
Full text
43
Jansen, Richo. "The language of arts and culture." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.
Full textAbstract:
Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007.Arts and Culture is one of the new learning areas in the grade 8 and 9 school curriculum. To understand and then express themselves in a correct and confident manner, learners need the correct terminology for Arts and Culture. The learners need more than the day to day terminology in order to participate in conversations focussing on specialised subjects such as music, dance, drama and visual arts. It is important to note that the idea is not to develop expert academics but it is an attempt to enrich children for life and give them more self confidence. The aim of this computer project is to provide an information website to assist the grade 9 learners in the Arts and Culture domain to develop the appropriate language needed in the learning area.
44
Karakosta, Efstathia. "Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17325.
Full textAbstract:
There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim of this study was twofold: (i) to identify the nature and extent of speech, language and communication skills of Greek pupils with noticeably slow progress, and (ii) to examine the provision made for these pupils in Greek mainstream and inclusion classes. The study was in two phases. For the first phase, pupils whose speech and language development was below expectations were assessed using a battery of tests. Data analysis indicated no significant differences in the language profile and non-verbal reasoning ability of the pupils with SLD, General Learning Difficulties (GLD) and other Special Educational Needs (SEN). The data also gave an indication of SLD incidence in Greek mainstream primary classrooms. Phase two involved seven case studies. Together, these provided a rich profile of the speech/language and literacy functioning of the pupils identified with SLD, GLD and Specific Writing difficulties (SpWd) and the provision offered to them in Greek primary mainstream settings. The findings revealed that these pupils shared difficulties in the domains of speech/language and literacy, which impacted on their access to the curriculum and academic attainments. However, teaching practices were not differentiated according to the pupils’ specific needs or year group. Additionally, pupils’ difficulties in the above areas had a negative impact on their social participation and acceptance by peers. Overall, the study highlights the complex nature of SLD, and the similarities in the language profile and the non-verbal reasoning skills of the SLD and other SEN subgroups. This raised questions about whether SLD, as used in these schools, is a distinct area of difficulty or on a continuum with other areas of difficulties. In addition, the study raised questions regarding the assessment and identification of SLD in the Greek context, as well as the practical teaching of pupils who experience such difficulties.
45
Syromlya, N. "Lingvoimagology as a modern trend of the Russian language studies in the process of teaching foreign students." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10582.
Full text
46
Karatsareas, Petros. "A study of Cappadocian Greek nominal morphology from a diachronic and dialectological perspective." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/240609.
Full textAbstract:
In this dissertation, I investigate a number of interrelated developments affecting the morphosyntax of nouns in Cappadocian Greek. I specifically focus on the development of differential object marking, the loss of grammatical gender distinctions, and the neuterisation of noun inflection. My aim is to provide a diachronic account of the innovations that Cappadocian has undergone in the three domains mentioned above. !ll the innovations examined in this study have the effect of rendering the morphology and syntax of nouns in Cappadocian more like that of neuters. On account of the historical and sociolinguistic circumstances in which Cappadocian developed as well as of the superficial similarity of their outcomes to equivalent structures in Turkish, previous research has overwhelmingly treated the Cappadocian developments as instances of contact-induced change that resulted from the influence of Turkish. In this study, I examine the Cappadocian innovations from a language-internal point of view and in comparison with parallel developments attested in the other Modern Greek dialects of Asia Minor, namely Pontic, Rumeic, Pharasiot and Silliot. My comparative analysis of a wide range of dialect-internal, cross-dialectal and cross-linguistic typological evidence shows that language contact with Turkish can be identified as the main cause of change only in the case of differential object marking. On the other hand, with respect to the origins of the most pervasive innovations in gender and noun inflection, I argue that they go back to the common linguistic ancestor of the modern Asia Minor Greek dialects and do not owe their development to language contact with Turkish. I show in detail that the superficial similarity of these latter innovations’ outcomes to their Turkish equivalents in each case represents the final stage in a long series of typologically plausible, language-internal developments whose early manifestations predate the intensification of Cappadocian–Turkish linguistic and cultural exchange. These findings show that diachronic change in Cappadocian is best understood when examined within a larger Asia Minor Greek context. On the whole, they make a significant contribution to our knowledge of the history of Cappadocian and the Asia Minor Greek dialects as well as to Modern Greek dialectology more generally, and open a fresh round of discussion on the origin and development of other innovations attested in these dialects that are considered by historical linguists and Modern Greek dialectologists to be untypically Greek or contact-induced or both.
47
Cox, Chelsea L. "A Spanish three model unit on food: a teaching philosophy with complementary instructional practices." Kansas State University, 2011. http://hdl.handle.net/2097/13127.
Full textAbstract:
Master of ArtsDepartment of Modern Languages
Douglas K. Benson
In this report, I present my personal teaching philosophy and the instructional practices that I believe best contribute to a successful second language classroom. Comprising the teaching philosophy chapter are sections concerning: the role of the instructor, the three parameters of post-method pedagogy, the maximization of learning opportunities and minimalization of perceptual mismatches, the need for negotiated interaction, the promotion of learner autonomy, the teaching of higher order thinking skills, the advantages of contextualized input, and the development of students' cultural consciousness. The instructional practices chapter describes my approach to grammar instruction, vocabulary instruction and the implementation of authentic texts. To conclude, I offer a model five-day lesson plan, complete with structured pedagogical activities, contextualized to the theme of food, which will integrate the ideas and concepts discussed in the philosophy and practices chapters.
48
Reilly, Jennifer. "George Seferis' poetics: loss and the language of Topos." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209557.
Full textAbstract:
This thesis offers a detailed examination of the representation of topos, or homeland, in the poetry of George Seferis from an interdisciplinary perspective. It argues that Seferis’ poetry is a response to loss, and in particular the loss of a homeland in Asia Minor. The argument is divided into two parts. The first, entitled “Crisis and Response,” deals with Seferis’ personal biography and the subject of loss, while the second, “Allegories of Topos,” treats three distinct themes that illustrate and allegorize Seferis’ poetics of topos: dystopia, historical poetics, and the poet’s interpretation of Homer. A concluding chapter examines Seferis’ Cyprus poems and the similarities between Cyprus and Asia Minor. Ultimately, this study sheds new light on one of twentieth century Greece’s most iconic modernist poets by presenting a new, place-based reading that illuminates the relationship between nationalism and personal topography.
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
49
Carlton, Tracey S. "Modern Literacy: New Media's Gift to Nonfiction, the Self, and the Community." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1336.
Full textAbstract:
Integrating new-media nonfiction into secondary-level English provides an efficient and effective resource in teaching modern literacy, which requires an understanding of the participatory element of communication today. Messages can be consumed and created among multimodalities and multimedia. The form and interactivity of a publication can affect its interpretation. Technology extends students' publishing capabilities and their reach to a bounty of discourse communities.This thesis, which is available in conventional hard copy and electronic forms, explores the definitions of New Media and modern literacy, how teachers can adopt the use of New Media nonfiction, and the resources needed to do so. A case study stands as a practical example. The Participatory Element Cone measures a publication's interactivity and sensory stimulation. The thesis is broken into modules, rather than chapters, so that the reader can choose to follow it linearly or to use the paper more as a manual and enter it at any point.
50
Seneviratne, Rohana Pushpakumara. "The revival of Sphoṭa in early modern Benares : Śeṣakṛṣṇa's Sphoṭattvanirūpaṇa." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:39f21276-bd98-4a20-94f1-383b49194bf3.
Full textAbstract:
This thesis examines the revival of the sphoṭa doctrine in early modern Benares and Śeṣakṛṣṇa's Sphoṭattvanirūpaṇa as an influential work in that revival. The sphoṭa doctrine is the richest contribution of the grammarians to the philosophy of language, but its semantic significance was not highlighted until late, because its theological implication was stronger. Śeṣakṛṣṇa was a renowned Sanskrit grammarian who flourished in sixteenth-century Benares. He also wrote poetry and Dharmasastric works, and played an important role as a juridical authority. Despite his illustrious career, Śeṣakṛṣṇa encountered criticism for his works from contemporary critics. The only work he wrote solely on the philosophy of language was the Sphoṭattvanirūpaṇa. As the first discrete work on sphoṭa by a grammarian, the Sphoṭattvanirūpaṇa represented an important landmark in the later expositions of the doctrine of sphoṭa particularly because it renewed the later grammarians' interest in sphoṭa, which then resulted in a series of individual works of a similar sort. The revival of the sphoṭa doctrine in early modern Benares coincided with that of the philosophy of language, which was caused by a number of social and intellectual factors in different proportions and phases. Śeṣakṛṣṇa's Sphoṭattvanirūpaṇa emerged on the eve of that revival, and can be recognized as a pioneer work in terms of its revitalization of the grammarians' interpretation of sphoṭa after a period of dormancy, and its influence on later works on sphoṭa.