No description available.

With: Neoellenikēs philologias : parartēma : historia tou zētēmatos tēs neoellēnikēs glōssēs / K.N. Satha. Athēna : Chiōtellē, 1969. / Reprint of the 1868 ed. published by A. Koromēla, Athens. Romanized record. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2006. / Full text release at OhioLINK's ETD Center delayed at author's request

This thesis reports a sociolinguistic study, carried out between 1981 and 1984, of the state of the Modern Greek (MG) language in Australia, as spoken by native-speaking first-generation Greek immigrants in Victoria. Particular emphasis is given to the analysis of those characteristics of the linguistic behaviour of these Greek Australians which can be attributed to the contact with English and to other environmental, social and linguistic influence. (For complete abstract open document)

Συγκριτική συντακτική ανάλυση του Παρακειμένου της Νέας Ελληνικής και των κυριοτέρων ρωμανικών και γερμανικών γλωσσών. / The present thesis is an analysis concerning the periphrases of the present perfect in Modern Greek, and in the main Romance and Germanic languages, Spanish, Portuguese, French, Italian, English, German and Dutch. It consists of three chapters. In the first chapter, I present the data concerning the formation and the uses of the present perfect in the aforementioned languages. I particularly insist on the fact that in some languages there is auxiliary selection. French, Italian, German and Dutch, on one hand, generally select the auxiliary verb “have” to form the periphrases of the present perfect of transitive verbs, whereas, they select the verb “be” to form the present perfect of unaccusative verbs. Moreover, two of these languages, French and Italian have participle agreement. The participle used in the formations of these periphrases agrees in gender and number with the subject of the phrase if the auxiliary verb “be” is used, whereas, it agrees with the object if the verb “have” is used, but only on condition that the object precedes the participle. This can occur mainly when the object is a pronoun. In the second chapter, I proceed to the syntactic analysis of the data. I look into Kayne’s (1993) analysis on auxiliary selection. Kayne, following Freeze (1992), supports that the syntactic analysis of the possessive “have” should be adopted for the auxiliary “have” as well. He believes that the only difference between the two constructions is the fact that the complement of the auxiliary “have” should be one appropriate for a participle. Moreover, Kayne (1993) supports that the two auxiliary verbs “have” and “be” are basically the same. “Have” is “be” with a locative. In this chapter I also present some additional, more recent views concerning the constructions of the periphrases of the present perfect, the ones of Iatridou (2007) and D’Alessandro (2010). In the third chapter, I look into participle agreement. I suggest that this kind of agreement is related to, and depends on the position of adjectives in each language. In languages like French and Italian the adjective is usually put after the substantive. As a result, participles only agree with the argument they characterize/determine, depending on the construction, if they are in a structural position which is compatible with the position of the adjective. In languages like German and Dutch, adjectives always precede substantives. However, participles never do so when they are part of a periphrasis of the present perfect. German and Dutch never show participle agreement. In Greek, on the other hand, the adjective can either precede or follow the verb. This seems to be the reason why participles in Greek always show agreement. Finally, in English, adjectives and consequently participles never show any kind of agreement due to the fact that they lack clitic morphology. Following Wasow (1977) and his analysis on verbal and adjectival participles, but also Kibort (2005), I support that past participles that show agreement constitute an intermediate participial category between the verbal and the adjectival ones. They seem to be “resultative” participles which act as verbs but bear adjectival features. I propose that it is possible that the function of these participles in the periphrases of the present perfect is either to produce or to reinforce the perfect of result. I conclude that Modern Greek is the only language, among the ones examined, that has unconditional participial agreement, and can produce two different kinds of the present perfect with most verbs, the perfect of experience, on one hand, and the perfect of result, on the other.

No description available.

Ce mémoire présente une traduction commentée des Dokimia (Essais) de D. Katartzis (Editions Ermis, Athènes, 1974, pp. 4-73), inédites du vivant de l’auteur. Dans cette œuvre, Katartzis expose aux lecteurs sa théorie à propos de la langue grecque moderne, de l’éducation, de la religion et de la philosophie. Ses projets pédagogiques s’inscrivent à l’intérieur du mouvement des Lumières en Grèce et de leurs principaux représentants, les Phanariotes. Katartzis, qui était un lecteur enthousiaste de l’Encyclopédie et des philosophes français, développe sa théorie à propos de la Nation grecque, des Romaioi et de leur langue grecque moderne, de l’éducation des enfants grecs et valaques, de la nécessité de traduire des livres étrangers dans la langue actuellement parlée et non pas dans la langue des ancêtres et tout cela parce «qu’il voulait en faire bénéficier sa Nation». / The work is an annotated translation of D. Katartzis’ Dokimia (Essays) (Editions, Athens: Ermis Editions, 1974, pp. 4-73), unpublished in the author’s lifetime. In this work, he presents to the reader his theory on Modern Greek language, education, religion, and philosophy. His educational projects are inscribed within the framework of the Greek Enlightenment and the principal proponents of the movement, the Phanariotes. Katartzis, who was an enthusiastic follower of the Encyclopédie and the French philosophers, elaborates his theory on the Greek Nation, the Romaioi, and their Modern Greek language, on the education of Greek and Wallachian children, on the need to translate foreign works in the actual, spoken language and not the language of the ancestors, because « he wanted to benefit his Nation ».

This dissertation presents the findings of an investigation of adnominal possession and ditransitives on the basis of data from Modern Greek. The general thesis of the dissertation is that possessive DPs constitute nominal counterparts to ditransitive constructions. Greek ditransitives consist of double object constructions and prepositional dative constructions, which are analyzed as low applicatives; the former with possessive properties, the latter with locative. Double object constructions, unlike prepositional datives, are associated with restrictions concerning animacy, affectedness and number features on the recipient. A-movement (a)symmetries in ditransitives are argued to reduce to underlying phase structure and the movement properties of the applicative head. The dissertation shows that the possessive/locative dichotomy associated with Greek ditransitives is reproducible in the realm of adnominal possession. Prenominal possessors pattern both syntactically and semantically with dative recipients in double object constructions, while postnominal possessors display affiliation with PP-recipients in prepositional dative constructions. Binding diagnostics furthermore indicate two distinct Small Clause structures for Greek possessive DPs, syntactically identical with the structure of ditransitives.

Ce mémoire présente une traduction commentée des Dokimia (Essais) de D. Katartzis (Editions Ermis, Athènes, 1974, pp. 4-73), inédites du vivant de l’auteur. Dans cette œuvre, Katartzis expose aux lecteurs sa théorie à propos de la langue grecque moderne, de l’éducation, de la religion et de la philosophie. Ses projets pédagogiques s’inscrivent à l’intérieur du mouvement des Lumières en Grèce et de leurs principaux représentants, les Phanariotes. Katartzis, qui était un lecteur enthousiaste de l’Encyclopédie et des philosophes français, développe sa théorie à propos de la Nation grecque, des Romaioi et de leur langue grecque moderne, de l’éducation des enfants grecs et valaques, de la nécessité de traduire des livres étrangers dans la langue actuellement parlée et non pas dans la langue des ancêtres et tout cela parce «qu’il voulait en faire bénéficier sa Nation». / The work is an annotated translation of D. Katartzis’ Dokimia (Essays) (Editions, Athens: Ermis Editions, 1974, pp. 4-73), unpublished in the author’s lifetime. In this work, he presents to the reader his theory on Modern Greek language, education, religion, and philosophy. His educational projects are inscribed within the framework of the Greek Enlightenment and the principal proponents of the movement, the Phanariotes. Katartzis, who was an enthusiastic follower of the Encyclopédie and the French philosophers, elaborates his theory on the Greek Nation, the Romaioi, and their Modern Greek language, on the education of Greek and Wallachian children, on the need to translate foreign works in the actual, spoken language and not the language of the ancestors, because « he wanted to benefit his Nation ».

Η παρούσα μελέτη επιχειρεί να διερευνήσει αν κοινωνικοί παράγοντες όπως η εκπαίδευση και το επάγγελμα των γονέων, οι φιλοδοξίες και οι προσδοκίες των μαθητών αλλά και οι φιλοδοξίες και οι προσδοκίες των γονέων τους και των σημαντικών άλλων, σχετίζονται με την επίδοση των μαθητών στο μάθημα της νεοελληνικής γλώσσας. Ως θεωρητικό πλαίσιο επιλέχτηκε το μοντέλο του Wisconsin και ως ερευνητικό εργαλείο το ερωτηματολόγιο. Επεξεργαστήκαμε τα δεδομένα χρησιμοποιώντας ποσοτική ανάλυση. Τα αποτελέσματα της μελέτης έδειξαν ότι υπάρχει ισχυρή συσχέτιση ανάμεσα στη σχολική επίδοση στο μάθημα της νεοελληνικής γλώσσας και τα κοινωνικοψυχολογικά χαρακτηριστικά των μαθητών. / This study aims to examine whether social factors such as the education and occupation of parents, the aspirations and expectations of students and the aspirations and expectations of their parents and their significant others, are related with the students’ academic performance at the lesson of greek language. The Wisconsin Model was chosen as theoretical context and the questionnaire was employed as a research tool. We processed our data using quantitative analysis. The study showed that, indeed, there is a strong relationship between the students’ academic performance and their sociopsychological characteristics.