Dissertations / Theses on the topic 'Modern Greek language teaching'
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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 textSmirniotopoulos, Jane C. "Lexical passives in modern Greek /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768748581145.
Full textTsiouris, Evanthia. "Modern Greek : a study of diglossia." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329814.
Full textCatsimali, 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 textWhale, 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 textTsili, 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 textZotou, 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 textBecker, 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 textPappas, 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 textPhilippou, Styliane. "Vision and language : the modern Greek world embodied in architectural form." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21464.
Full textKostopoulou, 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 textМоторна, 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 textMavrommati, 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 textArmosti, 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 textGallagher, 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 textSougaris, 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 textKseibat, Dawod. "Adaptive intelligent tutoring for teaching modern standard Arabic." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134371.
Full textBuckley, Lydia. "Teaching portfolio: Français." Kansas State University, 2008. http://hdl.handle.net/2097/1016.
Full textDepartment 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.
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 textDalalakis, 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 textGiven 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.
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 textGregory, 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 textZewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.
Full textDepartment 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).
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 textRytting, 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 textKupula, 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 textWeyrick, 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 textLi, 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 textOkal, 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 textBoskovic, 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 textThe Classics
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 textAlkalaki, 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 textKunschak, 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 textDabrowski, 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 textMueller, 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 textRoth, 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 textLi, 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 textHuber, 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 textGammon, 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 textOakes, 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 textPittas, 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 textOnken, 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 textJansen, Richo. "The language of arts and culture." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.
Full textArts 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.
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 textSyromlya, 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 textKaratsareas, 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 textCox, 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 textDepartment 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.
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.
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Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
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 textSeneviratne, 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.
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