Journal articles on the topic 'Modern Greek language teaching'
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Kavčič, Jerneja, Brian Daniel Joseph, and Christopher Brown. "Teaching Modern Greek to Classicists." Keria: Studia Latina et Graeca 22, no. 2 (December 28, 2020): 119–39. http://dx.doi.org/10.4312/keria.22.2.119-139.
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The ideology of decline is a part of the history of the study and characterization of the Greek language from the Hellenistic period and the Roman Atticist movement right up to the emergence of katharevousa in the 19th century and the resulting modern diglossia. It is also clear, however, that there is an overwhelming presence of Ancient Greek vocabulary and forms in the modern language. Our position is that the recognition of such phenomena can provide a tool for introducing classicists to the modern language, a view that has various intellectual predecessors (e.g., Albert Thumb, Nicholas Bachtin, George Thomson, and Robert Browning). We thus propose a model for the teaching of Modern Greek to classicists that starts with words that we refer to as carry-overs. These are words that can be used in the modern language without requiring any explanation of pronunciation rules concerning Modern Greek spelling or of differences in meaning in comparison to their ancient predecessors (e.g., κακός ‘bad’, μικρός ‘small’, νέος ‘new’, μέλι ‘honey’, πίνετε ‘you drink’). Our data show that a beginners’ textbook of Ancient Greek may contain as many as a few hundred carry-over words, their exact number depending on the variety of the Erasmian pronunciation that is adopted in the teaching practice. However, the teaching of Modern Greek to classicists should also take into account lexical phenomena such as Ancient-Modern Greek false friends, as well as Modern Greek words that correspond to their ancient Greek predecessors only in terms of their written forms and meanings.
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Kavčič, Jerneja. "The Representation of Modern Greek in Ancient Greek Textbooks." Journal for Foreign Languages 12, no. 1 (December 23, 2020): 75–93. http://dx.doi.org/10.4312/vestnik.12.75-93.
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Focusing on Agnello and Orlando (1998), Elliger and Fink (1986), Weileder and Mayerhöfer (2013), Mihevc-Gabrovec (1978) and Keller and Russell (2012), I discuss attempts at introducing elements of Modern Greek into teaching its ancient predecessor. My analysis, which is based on the etymologies of LKN (Λεξικό της Κοινής Νεοελληνικής), shows that approximately half of the words in the textbooks investigated in this study retain the same written forms and meanings in Modern Greek as in Ancient Greek; the term word in this analysis subsumes headwords introducing lexical entries. On the other hand, words with the same written forms and different meanings in Ancient and Modern Greek are significantly less frequent, accounting for 5 to 11% of all words in the textbooks. Furthermore, these textbooks contain between 12 and 16% of words that retain the same meaning in Ancient and Modern Greek, and also show significant formal change. As a result, their written forms are different in Ancient than in Modern Greek. It is also found, however, that at least some inflected forms of the words belonging to the latter class retain in the modern language the same written forms and meanings as in Ancient Greek. These data suggest that it is possible to introduce elements of Modern Greek into teaching its ancient predecessor without drawing attention to grammatical and semantic differences between Ancient and Modern Greek. Based on these data I also evaluate at the end of the article existing attempts at incorporating elements of Modern Greek into teaching the ancient language.
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Roubis, N., and M. Montzoli. "The teaching of time in learning Modern Greek as a foreign language." Kathedra of Byzantine and Modern Greek Studies, no. 7 (November 26, 2020): 157–69. http://dx.doi.org/10.29003/m1733.2658-7157.2020_7/157-169.
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The pan-linguistic significance of the time category is easy to become visible, as long as one considers that all languages contain lexical and functional / grammatical elements for its statement, although the manner of this statement diff ers from language to language. However, there is a common need to state time linguistically as one of the main categories of speech, especially if we take into account the three basic coordinates that determine the speech I-here-now. More simply, everything we say in language is part of the place and the time, regardless of whether it is expressed always lexically. Nothing, in this sense, can be timeless. As to the learning-teaching of a foreign language, the gradual acquisition of the individual vocabulary and syntactic structures that express time is a complex, learning-didactic goal that should utilize a variety of theoretical sources. We then examine some representative sources of such type, trying to present the way they include the concept of time in their structure. Finally, we suggest indicative ways to use them further in teaching practice. Specifically, we examine grammars of the Modern Greek of traditional type, newer ones based on the traditional model of linguistic analysis, modern ones with linguistic, theoretical orientation, detailed curricula for teaching Modern Greek as a foreign language and characteristic textbooks for teaching Modern Greek to foreigners
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Kafka, Georgia. "Effectiveness of CALL in Teaching Modern Greek as a Second or Foreign Language in Higher Education." EuroCALL Review 18 (March 15, 2011): 43. http://dx.doi.org/10.4995/eurocall.2011.16290.
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<p>The need for teaching foreign languages has led to the emergence of a new interdisciplinary field named CALL (Computer-Assisted Language Learning) in the 1980s. In the 1990s teaching the Modern Greek language as a second or foreign language (L2) has followed the wide-spread use of Information and Communication Technologies. CALL courseware started to play a significant role in the Modern Greek teaching university environment of the last decade, and especially in the effectiveness of learning processes and the increasing interest of the learners. The effectiveness of this software in the learning environment is difficult to measure because there are concerns about the technical support and the training of the language instructors in computer use and the CALL courseware implementation. Nevertheless the progress of the learners can be estimated although it is difficult to conclude if this progress is due to a good teaching method or a good CALL courseware or is a measure of both.</p>
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Kostić, Antonina V., and Vojkan B. Stojičić. "Stavovi studenata neohelenistike o primeni IKT alata u razvijanju fonološke kompetencije." УЗДАНИЦА 18, no. 2 (2021): 329–42. http://dx.doi.org/10.46793/uzdanica18.ii.329k.
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This paper aims at emphasising the importance of Information Communication Technology tools in contributing to the development of phonological competence of Serbian L2 learners of Modern Greek. Learning a new phonological system in a foreign language is a challenge and interest in this area has been in focus again. Phonological perception and production are viewed from different perspectives. The aim of this paper is to present a new view on the development of phonological competence in Modern Greek language, from the perspective of challenges and opportunities provided by distance learning. Also, the paper analyzes the attitudes of students of the first and second year at the Department of Modern Greek Studies regarding the use of modern multimedia technologies in teaching of Modern Greek as a foreign language. The advantage of digital platforms and ICT tools is that the materials can be adapted at any time, depending on the needs and set teaching goals, without requiring additional costs to reprint the materials. In addition, since there is still no appropriate university textbook for learning Modern Greek as a foreign language which would be intended exclusively for Serbian speaking students, teachers cre- ate their own materials, in order for students to acquire phonological competence in Modern Greek in the most adequate way.
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Poupounaki-Lappa, Polyxeni, Tzortzina Peristeri, and David Coniam. "Towards a Communicative Test of Reading and Language Use for Classical Greek." Journal of Classics Teaching 22, no. 44 (2021): 98–105. http://dx.doi.org/10.1017/s2058631021000222.
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AbstractThis paper describes the development of a communicative test of Reading and Language Use for Classical Greek, aimed at students at CEFR (Common European Framework of Reference for Languages) levels A1 and A2. A discussion is first provided of traditional pedagogical approaches which have for many decades dominated the teaching of classical languages, followed by suggestions why these may be supplanted with more modern communicative approaches. Focus then moves to assessment, where, it is suggested, methods are equally rooted in traditional, form-focused methods. If teaching is to become more communicative, it is argued, so should assessment. Against this backdrop, the development of a test of Reading and Language Use for students of Classical Greek at CEFR levels A1 and A2 is described.
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Holmes-Henderson, Arlene. "Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project." Journal of Classics Teaching 17, no. 33 (2016): 50–53. http://dx.doi.org/10.1017/s2058631016000131.
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The Classics in Communities project (http://classicsincommunities.org/) is a partnership between members of the University of Oxford, the University of Cambridge and the Iris Project. It was set up in response to the primary curriculum reforms which were implemented in England from September 2014. In the Key Stage 2 (KS2) Languages curriculum policy, for the first time, Classical Greek and Latin can be chosen for study by pupils aged 6-11 in place of a modern language. The project particularly targets schools where Classical languages have not previously featured on the curriculum. It has twin aims: to equip teachers in primary schools with the skills and knowledge necessary to teach these languages; and to conduct parallel research to determine the impact of Classical language learning on children's cognitive development.
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Tziovas, Dimitris. "The study of modern Greece in a changing world: fading allure or potential for reinvention?" Byzantine and Modern Greek Studies 40, no. 1 (April 2016): 114–25. http://dx.doi.org/10.1017/byz.2015.12.
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Periodically reviewing developments in a subject area and reflecting on the past and future directions of a discipline can be useful and instructive. In the case of Modern Greek Studies, this has rarely been done, and most of the reviews of the field come from USA.1So I take this opportunity to offer some thoughts on what has propelled changes in the field over the last forty years, on the fruitful (and occasionally trenchant) dialogue between Neohellenists inside and outside Greece and on the future of modern Greek studies as an academic discipline. During this period modern Greek studies have flourished with a number of new trends, debates and scholarly preoccupations emerging. At the same time many research students received their doctorates from departments of Modern Greek Studies, particularly in the United Kingdom, and were subsequently appointed to teaching posts at Greek, Cypriot or other European, American and Australian universities. Modern Greek departments in the UK have often been the driving force behind the discipline since the early 1980s. New approaches were introduced, challenging ideas were debated and influential publications emerged from those departments, which shaped the agenda for the study of modern Greek language, literature and culture. It should be noted that the influence of those departments in shaping the direction of modern Greek Studies has been out of all proportion to the number of staff teaching in them.
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Karim, Abdul, Mehtab Hussain, and Khalida Naheed. "Problems of English Teachers at Secondary Level in Azad Jammu & Kashmir." International Research Journal of Education and Innovation 2, no. 3 (December 31, 2021): 86–96. http://dx.doi.org/10.53575/irjei.v2.03(21)8.86-96.
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The teaching of English language holds an important position in the educational curricula of the whole world. The educationists of all times have advocated the study of more than one language for multi purposes. In the past classical languages like Persian, Arabic and Sanskrit in the East, and Latin and Greek in the West were held in high esteem. The study of one or more of these languages was considered vital for the complete education of the young people. In current era, the study of only modern and living languages is considered important because of the mass communication at the national level for students in the middle and western middle schools; the modern language is the second language. (Abbott, 2012).
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Andreou, Georgia, and Ioannis Galantomos. "Proposition for teaching metaphors and idioms of Modern Greek as a foreign language." Investigationes Linguisticae 13 (June 15, 2006): 1. http://dx.doi.org/10.14746/il.2006.13.1.
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Mamoura, Maria, and Aglaia Raftopoulou. "Secondary Teachers and Creativity in Teaching: Conceptions and Practices." International Journal of Educational Studies 3, no. 3 (October 21, 2020): 120–28. http://dx.doi.org/10.53935/2641-533x.v3i3.149.
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In recent years, there seems to be a sharp shift towards the concept of creativity in education. Given that many theorists and researchers find it difficult to define the concept of creativity itself, this paper will attempt to investigate a) the conceptions about creativity in teaching of 5 teachers of humanistic subjects (Modern Greek Language, Ancient Greek Language, History, Greek Literature) in Greek secondary education b) how these specific conceptions are reflected in their teaching practices and c) the degree to which certain teaching strategies that seem to better facilitate creativity in teaching. The research data were collected from five (5) interviews, transcripts and worksheets of ten (10) teachings including field notes. Data were analyzed by the method of grounded theory. Data analysis showed that the emphasis is placed on "creative teaching" rather than on "teaching in order to develop student‟s creativity", as distinguished by Jeffrey and Craft. The most important finding of the research is that despite their good intentions or stated open perceptions, the research subjects do not systematically promote students' creativity unless they abandon their regulatory role and leave a genuine space of self-efficacy to their students. The authors conclude that further research is needed to answer the following questions: why is the model of creative teacher dominant and not that of the teaching that promotes students' creativity and in what extent and in which ways is creativity defined by specific cognitive subjects.
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Mamoura, Maria, and Aglaia Raftopoulou. "Secondary Teachers and Creativity in Teaching: Conceptions and Practices." Research Journal of Education, no. 64 (April 20, 2020): 31–38. http://dx.doi.org/10.32861/rje.64.31.38.
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In recent years, there seems to be a sharp shift towards the concept of creativity in education. Given that many theorists and researchers find it difficult to define the concept of creativity itself, this paper will attempt to investigate a) the conceptions about creativity in teaching of 5 teachers of humanistic subjects (Modern Greek Language, Ancient Greek Language, History, Greek Literature) in Greek secondary education b) how these specific conceptions are reflected in their teaching practices and c) the degree to which certain teaching strategies that seem to better facilitate creativity in teaching. The research data were collected from five (5) interviews, transcripts and worksheets of ten (10) teachings and including field notes. Data were analyzed by the method of grounded theory. Data analysis showed that the emphasis is placed on "creative teaching" rather than on "teaching in order to develop student’s creativity", as distinguished by Jeffrey and Craft. The most important finding of the research is that despite their good intentions or stated open perceptions, the research subjects do not systematically promote students’ creativity unless they abandon their regulatory role and leave a genuine space of self-efficacy to their students. The authors conclude that further research is needed to answer the following questions: why is the model of creative teacher dominant and not that of the teaching that promotes students’ creativity and in what extent and in which ways is creativity defined by specific cognitive subjects.
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Tresorukova, I. V. "Τemporal irreality in phraseology of the мodern greek language." Philology at MGIMO 7, no. 2 (July 6, 2021): 171–77. http://dx.doi.org/10.24833/2410-2423-2021-2-26-171-177.
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The paper deals with the semantic category of temporal irreality, based on the phraseological units (PUs) of the Modern Greek language. The phraseology as an anthropocentric linguistics sphere uses the phenomena of the surrounding world, including temporality, which are perceived through the prism of the national linguistic picture of the world. The linguistic model of perception and reproduction of unreality is expressed in grammatical and semantic categories. Structural PUs’ components form specific images of the linguistic picture of the world of the native speaker of the Modern Greek language, associated with extra-linguistic and linguistic factors. The author uses the continuous sampling method and analyzes various components related to different cultural codes. As a result the systematic nature of syntactic models of PUs reveals a certain typology of the methods of their formation. The article is intended for specialists in the field of studying and teaching the Greek language and can be used in comparative and typological studies of the Balkan studies.
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Rađenović, Anka. "Use of electronic corpora in grammar teaching: Acquisition of frequent lexical bundles at higher levels of learning." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 2 (2022): 29–46. http://dx.doi.org/10.5937/zrffp52-31215.
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The modern approach to teaching grammar at higher levels of language proficiency is a combination of grammar and vocabulary in which a special place is occupied by the mastery of non-native speakers with frequent lexical bundles (collocations). The acquisition of frequent lexical bundles, since they are not generated through knowledge of rules or formulae, is the topic of a study on the acquisition of foreign languages, especially at higher levels of proficiency. Textbooks, dictionaries and grammars as the main source of information for students and teachers of foreign languages are insufficient tools for mastering frequent lexical bundles. For this reason, electronic corpora as sets of authentic texts represent a valuable resource for teachers and students in the process of teaching and learning a foreign language. Taking into account the specificity of the lexical-grammatical approach in the acquisition of modern Greek at higher levels of proficiency, the paper presents one of the possible approaches to the acquisition of frequent lexical bundles in grammar teaching by the use of electronic language corpora. The use of electronic corpora in grammar teaching at the university level can have implications both in the didactics of foreign languages and in the creation of curricula.
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Paradia, Maria, Sotirios Glavas, Napoleon Mitsis, Athanassios Kyriazis, Haido Samaras, and Kostas Aggelakos. "Exploitation of Information and Communication Technologies relating to the instruction of the subject of Modern Greek Language in Greek Junior High schools: Ideas and attitudes of teachers (philologists)." Παιδαγωγικά ρεύματα στο Αιγαίο 5, no. 1 (August 14, 2022): 38–50. http://dx.doi.org/10.12681/revmata.31095.
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Modern technologies have permeated all areas of human life, education being one of them. As in any wide-scale process, one has to consider the total extent of benefits it offers and difficulties it leads to; using the Information and Communication Technologies (ICT) for teaching and learning is no exception. A research team by members of the Greek Pedagogical Institute and the teaching staff of Greek Universities carried out a study in the academic year 2008-09 in the districts of Attica and Thessaloniki, concerning the subject of Modern Greek in Junior High schools (gymnasium). The purpose was to investigate the extent to which the affordances of ICT have been exploited during the instruction of Modern Greek in Junior High School (years 12-15) through the use of the new textbooks that include activities based on the integration of ICT. The present article describes the section of the research that was carried out with the aim of determining to which degree teachers (philologists) made use of these activities. The study also aimed at investigating their opinions and attitudes towards the use of ICT for the support of the Modern Greek Language course and their proposals for increased exploitation of ICT in this subject.
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Revyakina, Nina. "Juan Luis Vives on the use of Ancient literature in education." Hypothekai 5 (September 2021): 214–35. http://dx.doi.org/10.32880/2587-7127-2021-5-5-214-235.
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The work “On Education” (De tradendis disciplinis) by the Spanish humanist Juan Luis Vives (1492/3–1540) is considered from the perspective of the use of ancient literature during the in-itial period of child school training (from 7 to 15 years). Vives’ appreciation of the Latin language, a positive attitude towards teaching Greek at school, and the influence of ancient languages on modern European languages — Italian, Spanish, and French are discussed. The article draws attention to some features in teaching the Latin language that are not characteristic of the hu-manists who preceded Vives and also wrote about school. They are as follows: using the native language as an instrument for mastering Latin at the initial stage of learning, and using modern literature - writers, grammarians, humanists, which helps to learn ancient languages in the subsequent period. These features can be explained by Vives’ epoch when national states were being estab-lished, national languages were strengthening, and pedagogical thinking was developing. The article also examines the issue brought up by Vives himself about the attitude to pagan literature and to some, in Vives’ opinion, morally questionable poets. With all the inconsistency of Vives and the low persuasiveness of his self-censorship, the solution to this problem comes down to se-lecting such authors the study of whose works will protect school students from vices. The article shows that both Latin and Greek literature (works on oratory, poetry, comedy, history, my-thology, etc.) are widely used in teaching. Ancient writings not only form and enrich the language, but also provide versatile knowledge, mainly of humanitarian kind, help to bring up an ed-ucated and cultured person. This is supported by a large survey of over 100 ancient authors, modern writers, scientists, humanists, early medieval writers, “church fathers”, publishers, translators, and commentators provided at the very end of Vives' discussion on education, with brief characteristics of many of them.
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Pastourmatzi, Domna. "Researching and Teaching Science Fiction in Greece." PMLA/Publications of the Modern Language Association of America 119, no. 3 (May 2004): 530–34. http://dx.doi.org/10.1632/003081204x20613.
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In the dreams our stuff is made of, Thomas M. Disch talks about the influence and pervasiveness of science Fiction in American culture and asserts the genre's power in “such diverse realms as industrial design and marketing, military strategy, sexual mores, foreign policy, and practical epistemology” (11-12). A few years earlier, Sharona Ben-Tov described science fiction as “a peculiarly American dream”—that is, “a dream upon which, as a nation, we act” (2). Recently, Kim Stanley Robinson has claimed that “rapid technological development on all fronts combined to turn our entire social reality into one giant science fiction novel, which we are all writing together in the great collaboration called history” (1-2). While such diagnostic statements may ring true to American ears, they cannot be taken at face value in the context of Hellenic culture. Despite the unprecedented speed with which the Greeks absorb and consume both the latest technologies (like satellite TV, video, CD and DVD players, electronic games, mobile and cordless phones, PCs, and the Internet) and Hollywood's science fiction blockbuster films, neither technology per se nor science fiction has yet saturated the Greek mind-set to a degree that makes daily life a science-fictional reality. Greek politicians do not consult science fiction writers for military strategy and foreign policy decisions or depend on imaginary scenarios to shape their country's future. Contemporary Hellenic culture does not acquire its national pride from mechanical devices or space conquest. Contrary to the American popular belief that technology is the driving force of history, “a virtually autonomous agent of change” (Marx and Smith xi), the Greek view is that a complex interplay of political, economic, cultural, and technoscientific agencies alters the circumstances of daily life. No hostages to technological determinism, modern Greeks increasingly interface with high-tech inventions, but without locating earthly paradise in their geographic territory and without writing their history or shaping their social reality as “one giant science fiction novel.”
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Костић, Антонина. "ЕЛЕМЕНТИ РЕТОРИКЕ У ФУНКЦИЈИ РАЗВИЈАЊА УСМЕНЕ ПРОДУКЦИЈЕ НА СТРАНОМ ЈЕЗИКУ – ПРИМЕР МОДЕРНОГ ГРЧКОГ." PHILOLOGIA MEDIANA 14, no. 1 (June 13, 2022): 341–53. http://dx.doi.org/10.46630/phm.14.2022.25.
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One of the main goals of foreign language teaching is enabling effective communication through giving students tools to express their views and interact with other language speakers. There are many factors that affect the process of oral production development, as well as various strategies that can be applied in the process of motivating students to acquire knowledge and express themselves orally. Oratory techniques can be very useful in this process, because they can help the learner prepare for oral production in a foreign language. The aim of this paper is to provide an overview of rhetorical elements and oratory techniques that can be applied in the case of oral production in Modern Greek as a foreign language. The paper primarily compares the views expressed by Durbaba (2011) on the successful foreign language oral production and what Nusic (2009) and Avramovic (2008) underline as important for oratory. In addition, we present the oratory techniques that can be used in learning correct articulation and accentuation at A1/A2 (CEFR) level, as well as in preparation for a wellargued oral presentation on B1/B2 (CEFR) level of Modern Greek, with emphasis on learning Modern Greek as a foreign language on university level, at the Department of Modern Greek Studies of the Faculty of Philology, University of Belgrade. In addition, we point out the influence of affective factors, such as anxiety and motivation, on oral expression, as well as the ways in which oratory techniques can be a great tool for foreign language teachers in the process of motivating their audience (the learners).
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Kantzou, Vasiliki, and Dimitra Maria Vasileiadi. "On Using Languages Other Than the Target One in L2 Adult Language Education: Teachers’ Views and Practices in Modern Greek Classrooms." Journal of Language and Education 7, no. 2 (June 30, 2021): 155–74. http://dx.doi.org/10.17323/jle.2021.11250.
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Current developments in language education call for a reassessment of the role that students’ already-established linguistic repertoires can play in language teaching. This study probed into adult second language education in Modern Greek offered in Greece, where classes are culturally and linguistically diverse. We investigated teachers’ views and perceived practices regarding the use of other languages in their classes. A mixed-method design was followed. Data on teachers’ opinions was collected via a questionnaire completed by 30 teachers. Complementary data on teachers’ practices collected through observations of two classes was also studied. The results indicated that English was mainly used by the teachers as a mediation language, although a wide variation was reported in the amount of other-language use. Large variations were also reported in the students’ behaviour. Teachers stressed several benefits from using other languages in class, but also expressed concerns about excessive reliance on other languages and on how using a support language would impact students with limited proficiency in this language. These findings were discussed in light of recent developments in language education and implications for teacher training were considered.
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Bracke, Evelien. "Bringing Ancient Languages Into a Modern Classroom: Some Reflections." Journal of Classics Teaching 16, no. 32 (2015): 35–39. http://dx.doi.org/10.1017/s2058631015000185.
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In France, recent curriculum reforms have signalled the cull of Latin and Greek from the secondary school curriculum – a teacher who criticised the reforms was censured; his blog disappeared. Belgium – because of the strength of its Catholic education long a beacon for Classical education – is witnessing schools dropping ancient languages in favour of STEM subjects at an alarming rate, driven similarly by the government agenda. As I am writing this article, I notice an online piece on the deteriorating situation in Malta, too. Throughout Europe, the financial crisis is spurring on governments and schools to intensify their push for STEM subjects – hailed as an instant fix for the faltering global economy – while vilifying less immediately practical subjects. A conversation with a French colleague who was lamenting the oppressing regime made me realise how well the UK is doing in comparison with other countries in Europe. Numbers of (state) secondary schools offering Latin are increasing, and thanks to the Department for Education, primary schools can offer Latin and Greek at Key Stage 2. Of course we should not delude ourselves: the number of secondary schools offering Latin is still low, the teaching of Greek is particularly disheartening, and only about 2% of all primary schools so far have opted to teach Latin and none (to my knowledge) have chosen Greek. Nevertheless, in comparison to the rest of Europe, a government which (whatever else one may think of it) supports the teaching of Classical languages, a growing number of hubs which see all levels of education collaborating creatively, and flourishing outreach organisations which offer financial and logistical support, give the UK at least some cause for optimism.
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Möller, Alda Bryndís. "Íslenskukennsla í Bessastaðaskóla 1806–1846 og á fyrstu árum Reykjavíkurskóla." Orð og tunga 19 (June 1, 2017): 1–40. http://dx.doi.org/10.33112/ordogtunga.19.2.
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The school at Bessastaðir in Iceland (1805‒1846) prepared students for the clergy and further studies at the University of Copenhagen. Despite its emphasis on classical languages and theological studies it is considered to have had considerable influence on the development of the Icelandic language and language norms in the 19th century. The article discusses the status of the Icelandic language in the school curriculum but it also highlights the multi-disciplinary nature of language instruction through translations from Greek and Latin under the supervision of renowned experts in Old Icelandic who also were keen supporters of Icelandic language vocabulary development. Many able students built on this experience to pioneer the development of Modern Icelandic.Icelandic lessons in the Bessastaðir School timetable consisted of translations from Latin and Danish with less emphasis on literature; some attention was paid to grammar while orthography varied. The school was cramped and the building not fi t for purpose. This state of affairs prevailed until the school moved to Reykjavik in 1846, which opened up great possibilities. Finally, teaching of modern languages, including Icelandic, could be developed in the curriculum.Timetables in the Reykjavik Grammar School show increased emphasis on the subject Icelandic, both in number of hours and variety of content. Teaching of the subject was prescribed by official regulations and included Icelandic grammar as well as modern and medieval literature. Standardised orthography was developed and firmly established in the early years of the school by rules that were largely based on Old Icelandic. These rules are still mostly applicable in modern day Icelandic texts. The article describes these developments in the first few years of the Reykjavik Grammar School, largely based on the school ̓s archives and significant essay mate-rial from students at the time.
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Rybalko, Nataliya. "ACTUALIZATION OF METHODOLOGICAL SYSTEMS, SEPARATE FORMS AND METHODS OF NATIVE THEORY AND PRACTICE (END OF ХІХ – BEGINNING OF ХХ CENTURY) AS TO ORGANIZATION OF TEACHING FOREIGN LANGUAGES UNDER CONDITIONS OF FORMATION OF THE NEW UKRAINIAN SCHOOL." EUREKA: Social and Humanities 1 (January 31, 2019): 52–59. http://dx.doi.org/10.21303/2504-5571.2019.00842.
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The “foreign speaking competence” is an urgent task in the modern society. It is felt most acutely in countries of the post-Soviet space because of changing a paradigm of foreign language education, processes of integration of these countries in the world society. Organization of teaching foreign languages in the New Ukrainian school needs determining strategies and further perspectives as to the common work of pupils, parents and whole community on problems of the content and resource base for providing high-quality teaching taking into account the rich experience of teachers-practicians. The aim of the article is to use the historical experience for organizing teaching foreign languages for pupils of gymnasia. The brief analysis of substantial works of Ukrainian and foreign scientists as to the problem of organizing teaching foreign languages in tnative gymnasias at the end of ХІХ – beginning of ХХ century has been realized. Just this time there takes place a change of socio-economic conditions in the country that results in the fact that ancient foreign languages (Greek, Latin) lose their popularity. German, French and English occupy their place. It causes modernization of teaching methods and new organization of this process. We have elaborated and introduced in the working practice of secondary educational institutions: the technology of a special seminar for improving the qualification of primary school teachers “Organization of teaching foreign languages for pupils: historical aspects and modern challenges” and technology of training exercises “Rozmovlyajko” for pupils of primary schools. We think that teaching foreign languages may serve as a means of reformation of the Ukrainian school and creation of a new productive and creative personality.
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Lusini, Gianfrancesco. "Lingua letteraria e lingua di corte: diglossia e insegnamento tradizionale in Etiopia fra Tardo Antico e Medio Evo." AION (filol.) Annali dell’Università degli Studi di Napoli “L’Orientale” 41, no. 1 (December 20, 2019): 274–84. http://dx.doi.org/10.1163/17246172-40010020.
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Abstract The Ethiopian literary tradition extends over a time frame beginning even before the christianization of the Country (first half of the 4th cent.) up to modern times. In this long period we frequently register phenomena of interference both among different languages (Greek, Gǝ‘ǝz, Arabic, Amharic, agaw languages and so on) and between various registers of the same language, produced or conditioned by specific cultural or religious contexts. Particularly, in the Middle Ages the differentiation between Gǝ‘ǝz as the language of the clergy and the written discourse, and Amharic as the language of the court and the verbal communication, had momentous reflexes on the traditional teaching, related to Gǝ‘ǝz liturgical texts, but orally transmitted in Amharic. This development proved to be crucial for the start of the literarization process of Amharic, to be dated back to the second half of the 16th cent., as an effect of the missionary propaganda of the Portuguese Jesuits and of their polemics against the Ethiopian Orthodox clergy.
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Ladias, Georgios, Georgia Iatraki, and Spyridon-Georgios Soulis. "Providing Access to Reading Comprehension for Greek Secondary Students with Mild Intellectual Disabilities." Education Sciences 12, no. 12 (December 14, 2022): 921. http://dx.doi.org/10.3390/educsci12120921.
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All students should achieve improved outcomes in academic content within general classroom and access information through reading comprehension during their daily interactions. Several adaptations and recommendations should be required for students with intellectual disabilities to access information, such as adapted texts that can provide access to reading comprehension and help them participate equally in modern society. The current study shows promise for the use of easy to read (EtR) material combined with systematic instruction, task analysis, and prompting in facilitating Greek language lessons for students with mild intellectual disabilities. Researchers used an AB single-subject design to evaluate the effects of transcribed EtR texts for providing access to information regarding grade-aligned reading comprehension in Greek language lessons. Students with mild intellectual disabilities were assessed through baseline and intervention phases and their results showed a correlational relation between the intervention supported by EtR material and the number of students’ correct responses on the comprehension probes. In addition, social validity indicated the teaching intervention through adapted EtR texts as being practical and useful. Discussion of results, future research, and limitations are provided with a focus of the importance of teaching interventions based on EtR language that positively contribute to the accessibility and equality of people with intellectual disabilities to information.
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Theodosiou, Catherine Georgopoulou. "CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): AN EXPERIMENTAL STUDY ON CLIL COMPATIBILITY WITH THE MODERN GREEK EDUCATIONAL SYSTEM." English Review: Journal of English Education 4, no. 2 (October 24, 2016): 149. http://dx.doi.org/10.25134/erjee.v4i2.330.
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This paper focuses on the Content and Language Integrated Learning (CLIL) method for (foreign) language teaching. The CLIL approach is rapidly gaining momentum across Europe and all over the world. It is the result of recent European Union efforts to develop and apply innovative educational practices of interdisciplinary character in order to bridge the gap between foreign language education and optimum learning outcomes. In order to investigate the compatibility of CLIL with the contemporary Greek educational reality, a small-scale experimental research study was set up, including the development of original e-learning material, a pilot class instruction based on this material and the evaluation of the results. The class instruction was based on Project-Based Learning whereas Collaborative Learning was supported by the Edmodo e-learning platform. Information on the progress of the pilot class instruction and the learning outcomes achieved was disseminated through a wiki set up for this task.Keywords: CLIL, interdisciplinarity, plurilingualism, multiculturalism, assessment, Information and Communication Technology (ICT)
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Stamison‐Atmatzidi, Matina, Theodora Triadopoulou, Aristidis Vagelatos, and Dimitris Christodoulakis. "THE UTILISATION OF AN ELECTRONIC MORPHOLOGY DICTIONARY AND A SPELLING CORRECTION SYSTEM FOR THE TEACHING OF MODERN GREEK." Computer Assisted Language Learning 7, no. 1 (January 1994): 37–49. http://dx.doi.org/10.1080/0958822940070104.
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Patrick, Robert. "Comprehensible Input and Krashen's theory." Journal of Classics Teaching 20, no. 39 (2019): 37–44. http://dx.doi.org/10.1017/s2058631019000060.
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Over the last 20 years in the United States a curious and likely unpredictable movement has been evolving in the way that we teach Latin and ancient Greek. A set of pedagogical principles known as Comprehensible Input (hereafter CI) has become a vehicle of change affecting our classrooms, our professional organisations and our teacher training programs as well as our relationships with and our positions in world language organisations. These changes to the teaching of classical languages were unpredictable because at the outset CI represented a set of hypotheses and then principles that even their progenitor, Stephen Krashen, thought of as the way into acquiring modern languages while teachers of classical languages had constructed a fortified wall around themselves built on the notion that Latin and ancient Greek were uniquely different from modern languages and, therefore, required different approaches. In many iterations of this wall, only a select cadre of students was thought (and easily demonstrated to be) capable of or even interested in mastering classical languages. This article will examine very briefly what this wave of change has been like in the Latin classrooms and institutions of the US and examine in particular the principles of Comprehensible Input: what they propose, how they are being practised in Latin classrooms, and the obstacles they encounter as well as opportunities they afford Latin programs which intend to survive and thrive in the coming years.
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Nosirova, Dilfuza, and Mehrigiyo O’ktamova. "How to pronounce silent letters in English and French." Общество и инновации 2, no. 4/S (May 20, 2021): 712–16. http://dx.doi.org/10.47689/2181-1415-vol2-iss4/s-pp712-716.
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According to the Law on Education, the National Training Program, new educational institutions have been built, and the existing ones have been reconstructed and repaired in accordance with modern standards. In the framework of the Law of the Republic of Uzbekistan "On Education" and the National Program of Personnel Training, a comprehensive system of teaching foreign languages, is the formation of a harmoniously developed, educated, modern-minded young generation , a system aimed at further integration of the republic into the world community has been created.
Silent letter is part of a word that written but not spoken. Silent letter can sometimes join with other letters to form part of a word. Silent letters exist in many English words and French words as well. Because of this, they often cause confusion and sometimes embarrassment when they are accidentally spoken.One of the reasons why silent letters are used in English, French and some other languages relates to following. During the formation evolution of English and French many foreign words were assimilated or absorbed in the language in Latin ,Germanic , Greek words were readily added to early English and French as was the spelling. All natural languages change and because they change, they have histories. Every language changes in different ways, so their histories are unique and different. The history of a given language is the description of how it has changed over time.
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STORNELLI, GIANFRANCA. "Papafeio epistolary corpus as a resource in teaching LSP." International Journal of Language, Translation and Intercultural Communication 4, no. 1 (June 24, 2016): 150. http://dx.doi.org/10.12681/ijltic.10349.
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<p class="Abstract">The paper is about the challenge of approaching the teaching of economic and cultural (Italian) issues through a nineteenthcentury resource. What could be a reliable material to build the intercultural bridge necessary to a translator, specialized in economics and history? Papafeio Archive and its epistolary Italian corpus can be useful under various respects. The letters are very interesting to the modern reader, since they show a cultural cross section of the nineteenth century Maltese, and generally Mediterranean, society. At first sight this conspicuous (598 letters) material could be considered obsolete, but in fact it is both productive and reliable in order to teach LSP. There are at least three main reasons for that. 1) The language itself: Italian and, more precisely, Italian language in the Mediterranean basin, that is Southern Italy and Malta, during nineteenth century. 2) Cultural models: they are stronger in epistolary corpora. 3) Specialized language: Papafis himself was a broker, and his letters often deal with business transactions in a strongly connoted cultural context. The paper shows how what we consider obsolete material can cover the cultural gap contained in an economic/historic text. Moreover it demonstrates the necessity for a deep intralinguistic intertemporal perception and knowledge of the Italian language cultural system as a primary instrument for the mediation process that a (Greek) translator should provide.</p><p class="Abstract"> </p>
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Rexine, John E. "Review of Farmakides, Kazazis, Vaporis, Anagnostopoulos & Psomiades (1984): The Teaching of Modern Greek in the English-Speaking World." Language Problems and Language Planning 9, no. 3 (January 1, 1985): 237–38. http://dx.doi.org/10.1075/lplp.9.3.10rex.
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Borisova, T. S., and L. V. Tabachenko. "Conceptualization of the Horizontal Position in Space in Russian and Greek Stative Verbs." NSU Vestnik. Series: Linguistics and Intercultural Communication 20, no. 3 (October 13, 2022): 5–18. http://dx.doi.org/10.25205/1818-7935-2022-20-3-5-18.
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The paper deals with the Russian and Greek verbs denoting the horizontal position of a person or an object in space. A comparative analysis of the Russian and Church Slavonic positional stative verb лежать/лежати with its Greek counterparts has been carried out in the diachronic perspective by means of the linguistic-textual method. The research is based on the material of six Church Slavonic and Russian translations as well as on four Modern Greek translations (editions) of the Gospel, in which 44 relevant contexts have been identified; besides additional material from some other Bible books has been used. Historical and comparative research has shown that the Greek language doesn’t possess lexical means of expressing a horizontal position in space. In Ancient Greek, the stative verb κεῖμαι was used in this function, in case spatial concretization of position was relevant, it used its prefixed derivatives. In Modern Greek this verb becomes obsolete and in most cases is replaced by the grammatical forms of the corresponding causatives and autocausatives or by abstract existential verbs. On the contrary, in Church Slavonic and Russian throughout the period under consideration, the position of a person or an object has played an important role in space conceptualization, finding its lexical manifestation in the positional stative verbs, widely used even when the concretization of the position in combination with a certain actant is redundant. On the other hand, the preservation of the stative semantics leads to a low derivative potential of the verb лежать in combination with spatial prefixes due to the meaning of finiteness (resultativity) which they developed. Consequently, the semantics of Greek prefixes has to be conveyed by additional (lexical and syntactic) means. Generally, the results of the work have revealed significant and deep differences in the conceptualization of the positional state in Greek and Russian, which has to be taken into account when developing nationally/culturally oriented methods of teaching a second (foreign) language.
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Ioannou, Sophia, and Dina Tsagari. "Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense." Languages 7, no. 1 (February 21, 2022): 40. http://dx.doi.org/10.3390/languages7010040.
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The role of interactional corrective feedback in second language assessment has attracted both teachers’ and second language researchers’ interest, as they are concerned with when corrective feedback can be implemented to assist second language acquisition. This quasi-experimental intervention study aims to investigate the impact of two corrective feedback types, namely recasts and metalinguistic feedback, and students’ proficiency in the acquisition of the Greek perfective past tense. The sample consists of ten adult beginners’ classes (n = 86 students) of the Modern Greek Language Teaching Center of the University of Athens. The classes were randomly assigned to three treatment conditions: (a) recast; (b) metalinguistic feedback; (c) no feedback and participated in form-focused production activities. A grammaticality judgment pretest and posttest were administrated to measure participants’ development on the explicit knowledge of perfective past tense morphology. After the treatment, participants were divided in the database into high and low beginner students based on their performance on a placement test administrated prior to the treatment. Results revealed that the groups that received corrective feedback outperformed the control group, while no statistical significance was found between the two treatment groups. Moreover, high-beginner learners benefited equally from both feedback types, whereas low-beginner learners benefited significantly from metalinguistic feedback.
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Beridze, Teona. "The Effective Provision of Preschool Bilingual Education (On the example of Greece)." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VIII, no. 1 (May 23, 2020): 53–61. http://dx.doi.org/10.22333/ijme.2020.15005.
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The present article: ″The Effective Provision of Preschool Bilingual Education (on the example of Greece)″ aims to study and analyse the problem of bilingualism, bilingual education at pre-school age, bilingual memory and the relationship between first and second languages in this context, innovative methods of teaching a second language and psychological factors influencing a child. Some main factors that influence success in second language acquisition: integration, motivation, instrumental motivation, language skills self-esteem and child's nursery self-concept. The interest of the given research contains: the observation on kindergartens pupils in the city of Athens and Attica region. One of the core objectives of the research is to determine amount of bilingual children in the kindergartens every year, the teachers’ and pupils’ role in learning foreign language. The article focuses on the questions regarding the use and development of language of bilingual children in a kindergarten, aims at studying psychology related to bilingual children, using different approaches of modern methods, creating an effective teaching plan intended to meet learning outcomes relying on good results at the end of the year, making parents aware of children's problems, arranging frequent contacts between parents and teachers, exchanging of the ideas as well. We have conducted extensive research and interviews among teachers in kindergartens. According to the interviews we found out that, kindergartens are quite highly developed and among twenty three interviewed teachers we can say that they are sufficiently qualified and adequately prepared in order to give all bilingual children opportunities for a good quality education relating to learning the Greek language easily. Bilingual education can completely promote positive attitudes to a child. Developing learning skills of two languages simultaneously is important in the child's daily experiences
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ELMHEMIT, Hüseyin. "The Genesis of Languages Between Qāḍī ‘Abd al-Jabbār and Modern Linguistics." ATEBE, no. 7 (June 30, 2022): 99–113. http://dx.doi.org/10.51575/atebe.1094766.
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The issue of the emergence of languages in Islamic thought occupied a large part of study and discussion, and the largest share in these discussions was for the legal theoreticians and scholars of theology. Muslims came up with two theories about the emergence of languages. The first theory asserts that language is a God-given or a God-inspired gift (tawqīfī) that descended on mankind who were taught the names of things. This theory is very old and had similarly been advocated by Greek philosophers. The second theory was formulated by the Mu’tazilites who drew on rational logic, interpreted scriptural references accordingly, and stated that language arose from the agreement of individuals in society (muwāḍa‘a). There have also been attempts of reconciling these two theories and according to one of which it was stated God has endowed man with mechanisms that enabled him with the ability to establish linguistic conventions and terminologies (al-qudra ‘alā al-iṣṭilāḥ). But, this reconcilitation attempt adds, the first and the initial language was the result of God’s teaching (tawqīfī) and what came after it was the result of agreeing by individuals within a given society. Qāḍī ‘Abd al-Jabbār advocates a different theory and asserts from the outset that the first language must be borne out of muwāḍa‘a, for, according to him, muwāḍa‘a temporally precedes tawqīf. His argument proceedes from the reasoning that in order for God to address the mankind, the latter must already have the faculty of speech/language so that they can receive God’s address. Qaḍī’s formulation is about the first language and, due to lack of conclusive evidence, he seems undecided about the languages that came into being later; they can either be tawqīfī or they can similarly be the outcome of muwāḍa‘a. Qāḍī then continues to talk about the prerequisites for the muwāḍa‘a by virtue of which God directed His speech towards mankind, and stipulates that the first prerequisite is the determination of meaning. There cannot be a given name for a given named without intending and establishing the meaning of the given name. Modern studies have also been examining the development and beginning of languages and there have been attempts of putting forth other theories. Towards the end of the 18th century, scholars have come up with the innateness theory (al-naẓariyya al-fiṭriyya) according to which human beings are endowed with a special instinctual faculty with which they can articulate meanings in speech. Another one of the most famous of these theories is the onomatopoeic or mimetic theory which asserts that the first speech developed out of imitating sounds that human beings heard in their natural environment and invented nouns for the sources and roots of these sounds. The following study comprises of a foreword that studies the significance of the topic and the questions that revolve around it. We then present a brief biographical account of Qāḍī ‘Abd al-Jabbār, follow it with a section that presents the forerunning theories about the beginning and the development of languages according to Muslim and Western scholars along with their supporting arguments. We finalize with Qāḍī’s views and arguments and conclude our study with our findings and suggestions.
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Oakley, R. J. "Approaches to Teaching Early Modern Spanish Drama by Laura R. Bass, Margaret R. Greer." Modern Language Review 104, no. 3 (2009): 892–93. http://dx.doi.org/10.1353/mlr.2009.0314.
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Ramelli, Ilaria. "Origen, Patristic Philosophy, and Christian Platonism Re-Thinking the Christianisation of Hellenism." Vigiliae Christianae 63, no. 3 (2009): 217–63. http://dx.doi.org/10.1163/157007208x377292.
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AbstractOrigen was a Christian Platonist, which his adversaries (both Christians who opposed Greek philosophy and pagan philosophers like Porphyry who saw Christianity as a non-culture) considered to be a contradictio in adiecto. His formation and teaching centred on philosophy, and his Περì αρχων in its structure was inspired not so much by earlier Christian works as by pagan philosophical works stemming from the selfsame authors as those appreciated at Ammonius' and Plotinus' schools. A close examination of all extant sources and a careful investigation of Origen's philosophical formation, readings, and works show that Origen the Neoplatonist is likely to be our Christian philosopher. The presupposition of the incompatibility between Christianity and philosophy (especially Platonism), which provoked charges against Origen as a Christian Platonist from his lifetime onward, is still at work in modern theorizations concerning the “Hellenisation of Christianity,” which are here analysed and brought into connection with the supposed necessity of distinguishing Origen the Platonist from Origen the Christian. It is not the case that a “pure” Christianity was subsequently Hellenised: the NT itself was already Hellenised to some extent, and the Christian κηρυγμα, intended for all nations and cultures, was a σκανδαλον for the Jews as well as μωρìα for the Greeks.
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Bula, Andrew. "Literary Musings and Critical Mediations: Interview with Rev. Fr Professor Amechi N. Akwanya." Journal of Practical Studies in Education 2, no. 5 (August 6, 2021): 26–31. http://dx.doi.org/10.46809/jpse.v2i5.30.
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Reverend Father Professor Amechi Nicholas Akwanya is one of the towering scholars of literature in Nigeria and elsewhere in the world. For decades, and still counting, Fr. Prof. Akwanya has worked arduously, professing literature by way of teaching, researching, and writing in the Department of English and Literary Studies of the University of Nigeria, Nsukka. To his credit, therefore, this genius of a literature scholar has singularly authored over 70 articles, six critically engaging books, a novel, and three volumes of poetry. His PhD thesis, Structuring and Meaning in the Nigerian Novel, which he completed in 1989, is a staggering 734-page document. Professor Akwanya has also taught many literature courses, namely: European Continental Literature, Studies in Drama, Modern Literary Theory, African Poetry, History of Theatre: Aeschylus to Shakespeare, European Theatre since Ibsen, English Literature Survey: the Beginnings, Semantics, History of the English Language, History of Criticism, Modern Discourse Analysis, Greek and Roman Literatures, Linguistics and the Teaching of Literature, Major Strands in Literary Criticism, Issues in Comparative Literature, Discourse Theory, English Poetry, English Drama, Modern British Literature, Comparative Studies in Poetry, Comparative Studies in Drama, Studies in African Drama, and Philosophy of Literature. A Fellow of Nigerian Academy of Letters, Akwanya’s open access works have been read over 109,478 times around the world. In this wide-ranging interview, he speaks to Andrew Bula, a young lecturer from Baze University, Abuja, shedding light on a variety of issues around which his life revolves.
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Didenko, Maria. "DEVELOPING INTERCULTURAL COMPETENCE OF FUTURE NAVIGATORS AS A BACKGROUND OF EFFECTIVE INTERCULTURAL COMMUNICATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 15(83) (November 24, 2022): 97–101. http://dx.doi.org/10.25264/2519-2558-2022-15(83)-97-101.
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The article aims to study the resources that can be used by foreign language teachers of universities to achieve standards of higher education and the development of intercultural competence as an integral part of the professional education of modern experts and background for effective intercultural communication. This leads to the importance of developing respect for other cultures, tolerance, empathy, desire to learn about foreign cultures, etc. And thus, it enables the development of a global expert who easily adapts to the modern requirements of society in an intercultural environment. The article analyses relevant scientific papers and the requirements for modern experts in the development of intercultural competence. This makes it possible to say that an important task of teaching intercultural competence is to develop students’ ability to participate in intercultural dialogue, taking into account the principles of cooperation and mutual respect, forming a sense of belonging to their own culture. Based on the theory of high-context and low-context cultures, the authors made a comparative description of the representatives of Ukrainian, Philipino, Indian and Greek cultures, because Ukrainian sailors work mostly in this international crew. The features of the cultures presented in the table make it easier to adapt to the intercultural environment and understand and tolerate intercultural differences. The article offers practical assignments for the development of intercultural competence at foreign language classes in higher education institutions, including maritime English.
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Sodomora, Pavlo. "CONTINUITY OF PHILOSOPHICAL TRADITONS: Antiquity and Modernity (based on Plato’s “Cratylus” and Proclus’ “Commentary on Cratylus”)." Filosofska dumka (Philosophical Thought) -, no. 4 (November 4, 2020): 6–22. http://dx.doi.org/10.15407/fd2020.04.006.
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The phenomenon of language, being so familiar to us, still possesses unknown nature, origin, and, as we may say, function. For Plato, language was the way to cognition of the Universe. The phi- losophy of language, which was primarily initiated by Plato in his “Cratylus”, still has not ob- tained answers to the questions settled by great Greek thinker. In fact, it just acquired various solutions among different approaches during all four ages of understanding, namely Ancient, Scholastic, Modern and Post-modern periods. The article is supplemented with excerpts from the first Ukrainian translation of Proclus’ “Commentary on Plato’s “Cratylus”. The specifics of the style and vocabulary of the work is emphasized in the context of interpretation into Ukrainian. Historical and cultural context of Proclus’ works in general and particularly its “Commentaries” is addressed, and the main terminological system of his works is analyzed. Ukrainian equivalents are suggested. Some common features as well as discrepancies in Neoplatonist and Peripatetic approach are considered in the context of solutions to the same questions. Contrastive analysis of the “Commentary on Plato’s “Cratylus” with prior mythological context as well as with fol- lowing scholastic teaching is conducted in philosophical and linguistic aspects. The importance of problems placed by Plato in the field of epistemology and philosophy of language is addressed. Analogies with contemporary approach to linguistic and philosophical questions are considered in the scope of nativism and empiricism. Immutability of questions and mutability of generations and approaches is shown. The importance of previous works for the next development of con- temporary thought is emphasized.
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Cooper, Helen. "C.S. Lewis as Medievalist." Linguaculture 2014, no. 2 (December 1, 2014): 45–56. http://dx.doi.org/10.1515/lincu-2015-0022.
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Abstract C.S. Lewis’s life as an academic was concerned with the teaching of medieval and Renaissance literature, though both his lectures and his publications also incorporated his extensive knowledge of Greek and Latin classics. He argued that the cultural and intellectual history of Europe was divided into three main periods, the pre-Christian, the Christian and the post-Christian, which he treated as a matter of historical understanding and with no aim at proselytization: a position that none the less aroused some opposition following his inaugural lecture as professor at Cambridge. Ever since his childhood, his interest in the Middle Ages had been an imaginative rather than a purely scholarly one, and his main concern was to inculcate a sense of the beauty of that pre-modern thought world and its value-a concern that set him apart from the other schools of English language and literature dominant in his lifetime.
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Rissel, Dorothy. "NEW PERSPECTIVES ON TEACHING AND LEARNING MODERN LANGUAGES.Simon Green (Ed.). Clevedon, UK: Multilingual Matters, 2000. Pp. x + 194. $75.95 cloth, $24.95 paper." Studies in Second Language Acquisition 23, no. 4 (December 2001): 554–56. http://dx.doi.org/10.1017/s027226310122405x.
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This book addresses the challenges facing modern language education at the start of the new millennium. Although its focus is the United Kingdom, the concerns delineated resonate on this side of the Atlantic.
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Osinchuk, Yurii. "LEXICON RELATED TO RELIGIOUS TEACHINGS AND RELIGIONS IN THE UKRAINIAN LANGUAGE OF THE 16th – 18th CENTURIES." Philological Review, no. 1 (May 31, 2021): 82–93. http://dx.doi.org/10.31499/2415-8828.1.2021.232676.
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In the article religious vocabulary is studied in the diachronic aspect based on the material of different genres and different styles of Ukrainian written monuments of the 16th – 18th centuries (act books of city governments, city and provincial courts, village councils, privileges, land lustration, books of income and expenditure, wills, deeds, descriptions of castles, universals of hetman offices, documents of church and school brotherhoods, chronicles, works of religious, polemical and fiction literature, monuments of scientific and educational literature, liturgical literature, epistolary heritage, etc.), included in the sources «Dictionary of the Ukrainian language of the 16th – first half of the 17th century», “Mapping of the Historical Dictionary of the Ukrainian Language”, edited by Ye. Tymchenko and their lexical card indexes, which are stored in the Department of the Ukrainian language of the Ivan Krypiakevych Institute of Ukrainian Studies of the National Academy of Sciences of Ukraine (Lviv). In particular, names related to religious teachings, religions, and names of persons according to their attitude to a particular faith or religion are reviewed. The article focuses on the etymological analysis of religious names, which was primarily focused on the clarification of their semantic etymon. It has been established that the words of the studied lexico-semantic group are not genetically homogeneous, as it includes tokens of different origins, including borrowings from the Greek language, Church Slavonic, Latin, Polonism, etc. Some Church Slavonic names originated as a semantic calque from Greek words. It is observed that the semantic history of some studied words in the Ukrainian language dates back to the early monuments of the Kyivan Rus period. The historical fate of names associated with religious teachings and religions is not the same. Mostly, these names have survived in the modern Ukrainian literary language and liturgical practice. Others were archaized or preserved in Ukrainian dialects. In some religious names, there are vivid features of the Ukrainian language of the 16th – 18th centuries. It has been found that some of the studied tokens act as core components of various two-membered or three-membered stable and lexicalized phrases.
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Nilova, Anna. ""POETICS" OF ARISTOTLE IN RUSSIAN TRANSLATIONS." Проблемы исторической поэтики 19, no. 4 (December 2021): 7–39. http://dx.doi.org/10.15393/j9.art.2021.9822.
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The article presents an overview of the existing translations of Aristotle's “Poetics”, characterizes the features of each of them. In the preface to his translation of Aristotle's “Poetics”, V. Zakharov characterized the work of the Greek philosopher as a “dark text.” Each translation of this treatise, which forms the basis of European and world literary theory, is also its interpretation, an attempt to interpret the “dark places.” The first Russian translation of “Poetics” was made by B. Ordynsky and published in 1854, however, the Russian reader was familiar with the contents of the treatise through translations into European languages and its expositions in Russian. For instance, in the “Dictionary of Ancient and New Poetry” Ostolopov sets out the Aristotelian theory of drama and certain other aspects of “Poetics” very close to the original text. Ordynsky translated the first 18 chapters of “Poetics”, focusing on the theory of tragedy. The translator presented his interpretation of Aristotle’s concept in an extensive preface, commentaries and a lengthy “Statement.” This translation set off a critical analysis by Chernyshevsky, and influenced his dissertation “Aesthetic relations of art to reality”, in which the author polemicizes with the aesthetics of German romanticism. In 1885 V. Zakharov published the first complete Russian translation of “Poetics”, in which he offered his own interpretation of Aristotle's teaching on language and epic. The author of this translation returns to the terminology of romantic aesthetics, therefore the translation itself is outside the main line of perception of the teachings of Aristotle by domestic literary theory, which is clearly manifested in the translations of V. G. Appelrot (1893), N. N. Novosadsky (1927) and M. L. Gasparov (1978). The subject of discussion in these translations was the interpretation of the notions of μῦϑος and παθος, the concepts of mimesis and catharsis, the source of suffering and the tragic, the possibility of modernizing terminology. An important milestone in the perception and assimilation of Aristotle's treatise by Russian literary criticism was its translation by A. F. Losev, which was not published, but was used by the author in his theoretical works and in criticizing other interpretations of “Poetics”. M. M. Pozdnev penned one of the last translations of “Poetics” (2008). The translator does not seek to preserve the peculiarities of the original style and interprets “Poetics” within the framework and terms of modern literary theory, focusing on its English translations. The main subject of the translator's reflection is Aristotle's understanding of the essence and phenomenon of poetic art. Translations of the Greek philosopher's treatise reflect the history of the formation and development of the domestic theory of literature, its main topics and terminological apparatus.
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Scheible, Heinz. "Die Philosophische Fakultät der Universität Wittenberg von der Gründung bis zur Vertreibung der Philippisten." Archiv für Reformationsgeschichte - Archive for Reformation History 98, no. 1 (December 1, 2007): 7–44. http://dx.doi.org/10.14315/arg-2007-0102.
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ABSTRACT The faculty of arts at the University of Wittenberg taught the via antiqua with a focus on Scotism, but not the via moderna. The mathematical disciplines were poorly represented. In contrast to that, Humanism was taught from the beginning and the Humanist curriculum was extended in 1518, not only by establishing chairs of Greek and Hebrew, but also chairs of Aristotle. As Luther was vehemently against Aristotle at that time, he was certainly not the driving force behind this aspect of the reform. In the following years the lectures on traditional subjects were gradually reduced, while the new subjects were extended and adapted to the tenets of the Reformation. Melanchthon played a decisive role in this transformation. Not only did he teach his philosophical subjects in accordance with Luther’s theology, but he also saw to the extension of Mathematics and supported History. In 1536 the transformation of the medieval faculty of arts with its predominance of Logics into a modern philosophical faculty with a balance between the languages and the mathematical subjects was completed. Melanchthon’s decision to refuse the offer of a chair at Jena was decisive for the fact that the University of Wittenberg was not closed in 1547, but survived until 1817. The rising number of students even after his death attests to the success of his teaching, which was brought to an end by the expulsion of the Philippists as alleged Calvinists from Saxony in 1574.
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Et al., Muhammad Umar Riaz Abbasi. "The Role of Mass Communication & Globalization in Global Islamic Perspective Futuristic and Predictive Study of Modern Muslim World." Psychology and Education Journal 58, no. 1 (January 29, 2021): 874–82. http://dx.doi.org/10.17762/pae.v58i1.839.
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The analysis mainly deals with the processing of the qualitative data that is collected from the secondary method. The data analysis process involves collecting the qualitative data pertaining to the concept of globalization and mass communication. In accordance with the literature review, the data analysis would be analyzing the concept of globalization in light of Islam and its teachings. The data analysis would mainly be analyzing the literature obtained from the past research, news article and website. The data analysis would be mainly be looking for the concept of globalization and mass communication and its significance in light of the Islam perspective.[1] Hence the analysis technique is content analysis. The article mainly focused on the contemporary academic and media approach toward different modules of mass communication. The integration of the philosophical legacy of antiquity in the Islamic world was a major enabling factor in the use of philosophical tradition among Muslim intellectuals. It gave rise to figures such as al-Farabi, Ibn Sina (Avicenna), Ibn Rushd (Averroes), and others, who became well-known to mediaeval Europe as philosophers, commentators and exponents of the classical tradition going back to Plato and Aristotle. The public discourse of 'adab, grounded in philosophical and moral language and concerns, represents a significant part of the cosmopolitan heritage of ethics in Islam and reflects efforts to reconcile religiously and scripturally derived values with an intellectually and morally based ethical foundation. The Muslim philosophical tradition of ethics is therefore doubly significant: for its value in continuing and enhancing classical Greek philosophy and for its commitment to synthesizing Islam and philosophical thought.
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Mavromanolakis, Georgios, T. Manousos, M. Kechri, P. L. Kollia, and G. Kanellopoulos. "Studying, designing and 3d-printing an operational model of the Antikythera Mechanism." Open Schools Journal for Open Science 1, no. 3 (May 20, 2019): 70. http://dx.doi.org/10.12681/osj.17965.
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3D printing technology is an established industrial practice for rapid prototyping and manufacturing across a range of products, components and commercial sectors and at the same time possesses great potential for every-day life applications to be invented, explored and developed by the coming generations of scientists and engineers. A 3D printer installed in a school setting and complemented by well-designed educational activities can: stimulate the interest and curiosity of students; engage and motivate them into studying science, technology, engineering and mathematics (STEM) subjects, that they may choose or consider as career options; give the opportunity to teachers to achieve content and concept learning in an innovative way. In this paper we present an interdisciplinary science course that was developed for high school students and was implemented in an actual science classroom. The objectives of the course were both to spark the interest and creativity of students and teach them certain curriculum units the content knowledge of which is reached or utilized in an unconventional way. Students are gradually introduced into the 3D printing technology, its application and potential and are assigned a challenging collaborative project in which they have to study, analyse, design and build, using the 3D printer of their school, an operational model of a renown ancient artefact, the so-called Antikythera Mechanism. The mechanism is a 2100-year-old computer and is internationally known as an artefact of unprecedented human ingenuity and scientific, historic and symbolic value. The course involves the teaching of STEM curriculum domains of physics, astronomy, mathematics/geometry, informatics and technology related content and also non-STEM subjects like history and Greek language, both ancient and modern. We give an overview of the course, discuss its various phases and highlight its outcomes.
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Nikiforidou, Kiki. "Modern Greek As." Studies in Language 20, no. 3 (January 1, 1996): 599–632. http://dx.doi.org/10.1075/sl.20.3.04nik.
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The grammaticalization of as from a lexical imperative of Ancient Greek to a particle of Modern Greek follows some well-identified trends in historical linguistics. An adequate description of the change needs to refer simultaneously to semantic, syntactic and phonological parameters, which makes as a typical case of grammaticalization and a clear example of interaction of all such parameters. As, a highly polysemous category in Modern Greek, follows complex paths of development which for their description require also reference to 1) semantic relations such as metaphor and metonymy and 2) the interaction of existing grammatical patterns of the language with the emergent category.
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Rexine, John E., and Peter Mackridge. "The Modern Greek Language: A Descriptive Analysis of Standard Modern Greek." Modern Language Journal 72, no. 1 (1988): 97. http://dx.doi.org/10.2307/327602.
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Joseph, Brian D., and Peter Mackridge. "The Modern Greek Language: A Descriptive Analysis of Standard Modern Greek." Language 63, no. 2 (June 1987): 436. http://dx.doi.org/10.2307/415685.
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BEKEŠ, Andrej. "Foreword." Acta Linguistica Asiatica 1, no. 1 (May 18, 2011): 5–6. http://dx.doi.org/10.4312/ala.1.1.5-6.
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Here is the first issue of the new journal, Acta Linguistica Asiatica, published by the Department of Asian and African Studies, Faculty of Arts, University of Ljubljana. Its appearance is approximately timed to commemorate the 15 years since the establishment of the Department on October 1st, 1995. In step with the developments in media and new modes of dissemination of the results of scholarly research, it is introduced as an on-line electronic publication.In the past 15 years, Asian Studies which were initially represented by Chinese and Japanese Studies, seem to have established a firm foothold in Slovenia. In addition to the existing Chinese Studies and Japanese Studies, the University of Ljubljana introduced in December 2010 new academic areas of Turkish Studies, Iranian Studies, Indian Studies and Korean Studies, thus giving green light to the establishment of systematic research of Asian issues within a wider framework.In the meantime, the body of researchers specializing in Asian languages has also grown, including teachers, visiting professors, researchers and graduate students who cover a wide spectrum of research fields.Also, the recent reform of higher education along the Bologna guidelines, although criticized, has happily brought into existence the interdisciplinary Doctoral Program in Humanities and Social Sciences and within its fold, the joint Doctoral program in Linguistics.The Journal Acta Linguistica Asiatica is thus emerging in a period of lively ferment, where unifying the field of discourse within language studies and at the same time opening it more widely to research in humanities and social sciences will undoubtedly have a long term impact on Asian language research at the University of Ljubljana.Serving as a focal point of research on Asian languages in Slovenia, Acta Linguistica Asiatica will at the same time strive to promote cooperation in the field of Asian language research internationally in Europe, Asia and beyond. Acta Linguistica Asiatica will, following Roman Jakobson’s saying, “Linguista sum, linguistici nihil a me alienum puto”, cover all the subject areas and theoretical approaches pertaining to theoretical and applied research on Asian languages. An international editorial board takes care of the research quality of the journal.The contents of the first issue reflect this orientation and openness. Three papers deal with various aspects of the role played by language in the process of modernization during and after Meiji Japan, i.e., The Relation Between the View on the Language and Educational Ideology in the Early Meiji Period in Japan Through the Discourse of Regionalism by Ichimiya Yufuko, Towards Theoretical Approach to the Understanding of Language Ideologies in Post-Meiji Japan by Luka Culiberg, and Images of Pre-WW II: National Language Policies as Reflected in the Field of “National Language Studies” Itself by Andrej Bekeš.Another focus of interest is philological, represented by two papers. One is Morphology and Syntax in Holes and Scratches: The Latest Stage of Kugyol Research, an interesting research on kugyol, a system devised to facilitate reading Chinese Buddhist texts in Korean, by Lee Yong. The other,The Typology of Āmreḍita Compounds in the Ṛgveda by Tamara Ditrich, investigates āmreḍita compounds in the Ṛgveda, a type of coordinative nominal constructions, closely related to dvandva compounds.Finally, this issue is concluded with the article Collocational Relations in Japanese Language Textbooks and Computer-assisted Language Learning Resources, by Irena Srdanović and deals with the teaching of collocations in modern Japanese, based on corpora. Andrej Bekeš University of Ljubljana and University of Tsukuba April 23, 2011