Records found: 56
| 1. |
Student: BAROUTA MAGDALINI Title: Supervisor: Ristani Maria Frangou Marisia Rodriguez Veronica |
| 2. |
Student: KAMONA XANTHI Title: Compounding in children with Autism Spectrum Disorder and typically-developing children: Exploring the interfaces between morphology, semantics and pragmatics Translation: Compounding in children with Autism Spectrum Disorder and typically-developing children: Exploring the interfaces between morphology, semantics and pragmatics Supervising Committee: Peristeri Eleni | Varlokosta Spyridoula | Spyropoulos Vassilios |
| 3. |
Student: ΝΙΦΛΙ - ΣΑΚΑΛΙ ΙΟΑΝΝΑ Title: Investigating the role of Generative Ai and Automated Essay Scoring (AES) tools in Enhancing Writing Assessment and Feedback for Greek EFL Learners: a Mixed Methods Study Translation: Investigating the role of Generative Ai and Automated Essay Scoring (AES) tools in Enhancing Writing Assessment and Feedback for Greek EFL Learners: a Mixed Methods Study Supervising Committee: Karasimos Athanasios | Alexiou Thomai | Mikros Georgios |
| 4. |
Student: CHRYSANTHOPOULOS ATHANASIOS Title: Επιτελέσεις της κουηρικότητας επί σκηνής: Μεταφράζοντας το φύλο και τη σεξουαλικότητα σε έργα του Τενεσί Ουίλιαμς στην Ελλάδα (2009-2024) Translation: Staging Queerness: Translating Gender and Sexuality in Tennessee Williams’s Plays in Greece (2009–2024) Supervisor: Misiou Vasiliki Baer Brian James Blatanis Konstaninos |
| 5. |
Student: DIMKOU ANNA Title: Translation: Media Accessibiliy and Creative Sbtitling: A Different Approach to SDH for a wider Audience Supervising Committee: Desilla Louiza | Peristeri Eleni | Williams Emma Isabella |
| 6. |
Student: MOSCHOU VASILEIA Title: Ο Θεατρικός Μπάιρον: Μια Επανεξέταση των Δραματουργικών Πρακτικών του Translation: The Theatrical Byron: (Re)configurations of Lord Byron’s Playwriting Techniques Supervising Committee: Schoina Maria | Callaghan Madeleine | Grammatikos Alexandros |
| 7. |
Student: LAVDA MARIALENA Title: Translation: Ancient Greek antonymous adjectives of SIZE in a diachronic and crosslinguistic perspective: A methodological blend of typological and language-specific representational techniques Supervisor: Georgakopoulos Athanasios Markopoulos Theodoros Fragkaki Gevrg;ia |
| 8. |
Student: KATSAVAROU ELEFTHERIA Title: Η πολυγλωσσία στην ελληνική δημόσια διοίκηση: αξιολόγηση αναγκών και γλωσσική πολιτική Translation: Multilingualism in civil administration:assessing needs and developing effective language policy Supervisor: Matthaioudaki Marina Papadopoulou Olga-Charis Gkotzamani Aikaterini |
| 9. |
Student: MICHALOPOULOU THEOLOGIA Title: Διερεύνηση της διαφορετικότητας και της συμπερίληψης στα σχολικά εγχειρίδια Αγγλικής Γλώσσας Δημοτικού: Η περίπτωση έξι χωρών Translation: IInvestigating elements of interculturalism, diversity, and inclusion in primary school coursebooks in Greece: A Corpus-based Study Supervisor: Alexiou Thomai Karasimos Athanasios Karras Ioannis |
| 10. |
Student: BETSIOU EMMANOUELA CHRISTINA Title: Μία σωματοκειμενική και υπολογιστική ανάλυση της ανάπτυξης γραφής στην τριτοβάθμια εκπαίδευση: μία ενδοκειμενική προσέγγιση Translation: A corpus and computational analysis of writing development in tertiary education: a text internal perspective Supervisor: Karasimow Athanasios Matthaioudaki Marina Kyle Kristopher |
| 11. |
Student: KOSTA FOTINI Title: Διερεύνηση της ανάπτυξης του γραπτού λόγου στην ελληνική γλώσσα: Σώμα Εξελικτικών Παραγωγών Μαθητών Γ΄-Στ΄δημοτικού Translation: Τhe development of writing skills in Greek in grades 3-6: data from a learner corpus Supervisor: Matthaioudaki Marina Karasimos Athanasios Aidinis Athanasios |
| 12. |
Student: PAPADOPOULOS NIKOLAOS Title: Ενίσχυση των δεξιοτήτων κατανόησης του γραπτού και προφορικού λογού των μαθητών/τριων της Αγγλικής γλώσσας του Δημοτικού σχολείου μέσω της εφαρμογής Επαυξημένης Πραγματικότητας ARTutor4: η περίπτωση των μαθητών/τριων της Δ' και Στ' Translation: Enhancing the young EFL learners’ receptive skills through the Augmented Reality application ARTutor4: The case of 4th and 6th Graders Supervisor: Karasimos Athanasios Alexiou Thomai Arvanitis Panagiotis |
| 13. |
Student: PSOMA THEODORA Title: Η Γλώσσα της Ακουστικής Περιγραφής: Μία Ανάλυση Σωμάτων Κειμένων για την Προσβασιμότητα στα Μουσεία Translation: The Language of Audio Description: A Corpus Linguistics Analysis of Accessibility Texts in Museums Supervisor: Matthaioudaki Marina Papadopoulos Konstantinos Gabrielatos Costas |
| 14. |
Student: RODOUSAKI DESPINA Title: Διδασκαλία των υποθετικών λόγων σε Έλληνες μαθητές της αγγλικής ως ξένης γλώσσας με τη χρήση δραστηριοτήτων STEAM: η σύνδεση περιγραφικής και παιδαγωγικής γραμματικής Translation: Using STEAM activities to teach conditions to Greek EFL learnerns: The connection between descriptive and pedagogical grammar Supervisor: Tsangalidis Anastasios Alexiou Thomai Matthaioudaki Marina |
| 15. |
Student: TOLIOU FOTINI Title: Eπαναδιαπραγματεύσεις της Αμερικανικής αστικής εμπειρίας μέσα από τα έργα σύγχρονων Αμερικανίδων συγγραφέων της διασποράς της Καραϊβικής: χώρος, ταυτότητα και το αίσθημα του ανήκειν Translation: (Re)-Imagining North American Cities in Contemporary Literature by Caribbean-North American Women Writers: Negotiating Space, Identity and (Un)belonging Supervisor: Roupakia Efthimia Lydia Rapatzikou Tatiani Majstorovic Gorica |
| 16. |
Student: TOUNI VILELMINI Title: Η ανάπτυξη των αφηγηματικών δεξιοτήτων στα παιδιά σχολικής ηλικίας: Η μικροδομή και μακροδομή των αφηγήσεων στην Ελληνική (Γ1) και στην Αγγλική (Γ2) Translation: The development of narrative skills in school-aged children: The micro- and macro-structure in Greek (L1) and English (L2) Supervising Committee: Matthaioudaki Marina | Sougari Areti-Maria | Papadopoulou Despina |
| 17. |
Student: KARANIKOLA SOFIA Title: Eννοιες της γήρανσης στη λογοτεχνική κουλτούρα της εποχής του Ρομαντισμού Translation: Notions of Aging in the Literary Culture of the Romantic Period Supervising Committee: Schoina Maria | Botonaki Efrosini | Shandy Mark |
| 18. |
Student: KARANIKA VASILIKI Title: Διαδραστικότητα και αφήγηση στην αγγλόφωνη ηλεκτρονική λογοτεχνία Translation: Interactivity and Narrative in Anglophone Electronic Literature Supervising Committee: Rapatzikou Tatiani | Karasimos Athanasios | Glavanakova Alexandra |
| 19. |
Student: LYDIA VLASTOU Title: Η σημασιολογία του πεδίου της ΑΡΡΩΣΤΙΑΣ υπό διαχρονική οπτική: Μια γνωσιακή προσέγγιση της λεξικής σημασίας στην Αρχαία Ελληνική βασισμένη σε σώματα κειμένων Translation: The Diachronic Semantics of the domain of ILLNESS: A Cognitive, Corpus- Based Approach to Ancient Greek lexical meaning Supervising Committee: Georgakopoulos Athanasios | Athanasiadou-Gerothanasi Angeliki | Nikiforidou Vasiliki |
| 20. |
Student: PSOMIADIS DIMITRIOS Title: Η 'Εννοια της Ρομαντικής Μοναξιάς του Πέρσυ Σέλλεϋ ως Μορφή και Κόσμος Translation: Percy B. Shelley’s Romantic Solitude as Figure and World. Supervising Committee: Schoina Maria | Zenios Simos | Duff David |
| 21. |
Student: ROUMBANI ANGELIKI Title: Η ρομαντική εικονογραφία και η πολιτική του αποκλεισμού στην ποίηση της Charlotte Smith και του John Clare Translation: Romantic imagery and the politics of exclusion in the poetry of Charlotte Smith and John Clare Supervising Committee: Schoina Maria | Markidou Vasiliki | Stabler Jane |
| 22. |
Student: TZIACHRIS MICHAIL Title: Ζώντας μαζί: κοσμοπολίτικη συνύπαρξη στα αγγλοφωνα μυθιστορήματα της Ελίφ Σαφάκ Translation: Living together: Cosmopolitan Symbiosis in Elif Shafak's Anglophone Novels Supervising Committee: Giannopoulou Efthimia | Roupakia Lydia | Evangelou Angelos |
| 23. |
Student: SPANOU VASILINA Title: Η γλωσσική επεξεργασία και οι γνωστικές ικανότητες Ελληνόφωνων ασθενών με Πρωτοπαθή Προοδευτική Αφασία: Ενδείξεις από την επεξεργασία προτάσεων διακλαδωμένου μονοπατιού Translation: Garden path effects and domain-general cognitive skills in Greek-speaking patients with primary progressive aphasia Supervising Committee: Peristeri Eleni | Tsapkini Kyrana | Kiriakidis Vasilios |
| 24. |
Student: GKOULIABERI Title: Η Ταυτότητα του Διδάσκοντα στη Διδασκαλία της Γλώσσας μέσω Περιεχομένου: Οι Γνωστικές Λειτουργίες Διδασκόντων στο περιβάλλον του Ελληνικού Γυμνασίου Translation: Teacher Identity in Content and Language Intergraded Learning Instruction (CLIL): Teacher Cognitions from s Greek Secondary School Context Supervising Committee: Sougari Areti-Maria | Matthaioudaki Marina | Sifakis Nikolaos |
| 25. |
Student: CHRISTODOULIDOU POLICHRONIA Title: Αναπτυξιακές διαστάσεις της φωνηεντικής παραγωγής στην Ελληνική Translation: Developmental aspects of Greek vowel production Supervising Committee: Nicolaidis Katerina | Papazachariou Dimitrios | Stamovlasis Dimitrios |
| 26. |
Student: KIKIOPOULOU ATHINA Title: Συλλαβική Δομή της Ελληνικής: Θεωρητικές και Πειραματικές προσεγγίσεις Translation: Syllable Structure in Modern Greek: Theoretical and experimental approaches Supervising Committee: Topintzi Nina | Nicolaidis Katerina | Peristeri Eleni |
| 27. |
Student: ILIOPOULOS GRIGORIOS Title: Επαναχαρτογραφώντας ταυτότητες: το Τορόντο μέσα από τη σύγχρονη αγγλόφωνη Καναδική πεζογραφία Translation: Imagining Multicultural Toronto through Contemporary Anglophone Canadian Fiction and Film Supervising Committee: Roupakia Lydia | Rapatzikou Tatiani | Kampoureli Smaro |
| 28. |
Student: KLIDONA EVGENIA Title: Κριτική και διεπιστημονική διερεύνηση της αγγλόφωνης διαδραστικής μυθοπλασίας Translation: A Critical and Interdisciplinary Exploration of Interactive Fiction Supervising Committee: Rapatzikou Tatiani | Portela Manuel | Wrisley David Joseph |
| 29. |
Student: TITOMICHELAKI GEORGIA Title: Οδηγοί του Ευρωπαϊκού Κοινοβουλίου του 2008 και 2018 για την "Ουδέτερη ως προς το φύλο γλώσσα στο Ευρωπαϊκό Κοινοβούλιο": Μια σύγκριση μέσω της διαχρονικής μελέτης δελτίων τύπου του ΕΚ σε τρεις γλώσσες: αγγλική, γαλλική και ελληνική. Translation: European Parliament 2008 and 2018 guidebooks on Gender-neutral language in the European Parliament: A comparison through the longtidutinal study of EP press releases in three languages, English, French and Greek. Supervising Committee: Apostolou Fotini | Desilla Louiza | Dimitroulia Xanthippi |
| 30. |
Student: TSOMPANIDOU KYRIAKI Title: Από το Τίποτα στο Κάτι Παραπάνω: Κενά και Υπεραφθονία στη Νέα Ελληνική Translation: From nothing to More than Something: Gaps and Overabudance in Modern Greek Supervising Committee: Topintzi Ioanna | Anagnostopoulou Elena | Efthymiou Angeliki |
| 31. |
Student: GIANNOULI MARIA Title: Συστήματα παρακολούθησης και διαμεσικότητα στην Αμερικανική Λογοτεχνία και Πολιτισμό του 21ου αιώνα Translation: Surveillance and Culture in American Literature and Culture in the 21st Century Supervising Committee: Rapatzikou Tatiani | Frelick Pawel | Redding Arthur |
| 32. |
Student: PANTELIOU NIKI Title: H αποτελεσματικότητα της χρήσης επιτραπέζιων παιχνιδιών στη διδασκαλία της ελληνικής ως δεύτερης/ξένης γλώσσας σε τάξεις ενηλίκων. Translation: The effectiveness of using board games in teaching Greek as L2 to adult learners. Supervising Committee: Matthaioudaki Marina | Agathopoulou Eleni | Papadopoulou Despoina |
| 33. |
Student: SERAFIM MARIANTHI Title: Οι απόψεις και οι αντιλήψεις των εκπαιδευτικών αγγλικής και νηπιαγωγών σχετικά με την εισαγωγή της αγγλικής γλώσσας στο νηπιαγωγείο και ο αντίκτυπός τους στα μαθησιακά αποτελέσματα των παιδιών προσχολικής ηλικία. Translation: EFL and preschool teachers’ views and perceptions regarding the introduction of English in preschool and its impact on children's learning outcomes. Supervising Committee: Alexiou Thomai | Tzakosta Marina | Penteri Efthimia |
| 34. |
Student: TSIADIMOS NIKOLAOS Title: Εφαρμογή προγράμματος εκτεταμένης ανάγνωσης για νεαρούς μαθητές/τριες της Αγγλικής ως ξένης γλώσσας στην Πρωτοβάθμια δημόσια εκπαίδευση στην Ελλάδα. Translation: Extensive reading interventions for young EFL learners in a Greek Primary Education context. Supervising Committee: Matthaioudaki Marina | Sougari Areti | Alexiou Thomai |
| 35. |
Student: NTERI ANASTASIA Title: Ακουστική και αρθρωτική μελέτη της γλωσσικής συνάρθρωσης στην ομιλία Ελλήνων ενηλίκων και παιδιών Translation: Acoustic and articulatory investigation of coarticulation in Greek adults and children Supervising Committee: Nikolaidou Ekaterini | Okalidou Areti | Stamovlasis Dimitrios |
| 36. |
Student: NTOLA GEORGIA Title: Οράματα Γευναικείας Αλληλεγγύης στη Νέο-Βικτωριανή Μυθοπλασία Translation: Envisioning Female Solidarity in Neo-Victorian Fiction Supervising Committee: Kitsi-Mitakou Ekaterini | Giannopoulou Efthimia | Goggin Joyce |
| 37. |
Student: TSIKOPOULOU MARIA VIRGINIA Title: Αστικές (ανα)χαρτογραφήσεις: λογοτεχνικές και καλλιτεχνικές τάσεις στη Νέα Υόρκη του 21ου αιώνα. Translation: Urban (Re)mappings: Literary and Artistic Trends in 21st Century New York City. Supervising Committee: Rapatzikou Tatiani | Tsimpouki Theodora | Dawes Birgit |
| 38. |
Student: VYNNYK ANNA Title: Ρηματικές κατηγορίες διαγλωσσικά: διαχρονικές και αναπτυξιακές θεωρήσεις. Translation: Verbal categories across languages: diachronic and develpmental considerations Supervising Committee: Anastasios Tsangalidis | Marina Mattheoudakis | Lavidas Nikolaos |
| 39. |
Student: CHATZIKYRKOU DIMITRA Title: Translation: The conceptualization of the domain of illness: Lexical and Grammatical constructions in Modern Greek Supervising Committee: Athanasiadou Gerothanasi Angeliki | Selimis Efstathios | Theodoropoulou Maria |
| 40. |
Student: MITSKIDOU PASCHALIA Title: Εικονική πραγματικότητα: φυγή από την πραγματικότητα και νοσταλγία στα αφηγήματα της σύγχρονης αμερικανικής λογοτεχνίας και πολιτισμού Translation: Virtual Reality, Escacism and Nostalgia in Contemporary American Literature and Cultural Narratives Supervising Committee: Rapatzikou Tatiani | Bradt Stefan L. | de Groot Jerome |
| 41. |
Student: MALEA ATHINA Title: Teachers’ self-efficacy beliefs about their status in the post EFL era Supervising Committee: Sougari Athina-Maria | Sifakis Nikolaos } Papadopoulou Charis-Olga |
| 42. |
Student: EXADAKTILOU ANNA Title: Social Media Dominance; A theatrical response to a crisis of cultural values Translation: Η κυριαρχία των Social Media και η απάντηση του σύγχρονου αμερικανικού θεάτρου Supervising Committee: Detsi Zoe | Kitsi Katerina { Gonida Sofia-Eleftheria |
| 43. |
Student: KAMPRAGKOS CHRISOVALANTIS Title: In Times of Ghosts: Nationalism, War, and Repression in Contemporary Theater Translation: Στην Εποχή των Φαντασμάτων: Εθνικισμός, Πόλεμος, και Καταστολή στο Σύγχρονο Θέατρο Supervising Committee: Detsi Zoe | Blatanis Konstantinos | Stavrakopoulou Anna |
| 44. |
Student: ALLOUS ABDEL NOUR Title: Ο κοινοτικός διερμηνέας στους αραβόφωνους πληθυσμούς στα πλαίσια της προσφυγικής κρίσης: Πολλαπλές προσεγγίσεις στο ρόλο και στην εικόνα στην Ελλάδα Supervising Committee: Apostolou Fotini | Andreadis Ioannis | Dogoriti Eleftheria |
| 45. |
Student: KARABOURNIOTIS ANTONIS Title: Fear and the Social Subject in Cinema Translation: Ο φόβος και το κοινωνικό υποκείμενο στον κινηματογράφο Supervising Committee: Kokkonis Michalis | Doikos Panagiotis | Kalogeras Yiorgos My thesis "Fear and the Social Subject in Cinema" studies the cinematic representation of the relationship between one individual member in the context of a society with the fears he has to face in order to construct a strong social identity, which will consequently lead to his acceptance through the role assigned to it by society.
We set as the starting point of our research process, the work of the French philosopher Gilles Deleuze, considering that key points in the field of his research on the cinema, combined with the later social aspects of his work, provide an opportunity to deepen in a series of extreme social fears in today's technologically advanced era.
The research effort attempts to cover by bibliographically reviewing the total amount of the material that concerns the cinematic aesthetic depiction of fear as manifested in terms of a society, while trying to distinguish the cinematographic material that contributes, for the most part, to this purpose. |
| 46. |
Student: DAL RI ALVISE Title: Αναπαραστάσεις του μεσαιωνισμού σε αναλογικά και ψηφιακά μέσα Translation: Representations of Medievalism in Analog and Digital Media Supervising Committee: Kokkonis Michalis | Raptazikou Tatiani | Giavis Konstantinos |
| 47. |
Student: KYRIAKOU VASILIKI Title: The development of recursive structures: the role of working memory Translation: Η ανάπτυξη δομών επαναδρομής: ο ρόλος της εργαζόμενης μνήμης Supervising Committee: Agathopoulou Eleni | Peristeri Eleni | Masoura Elvira Language is the distinctive human property that gives to our species the ability to express infinite ideas (through the construction of sentences) with a limited set of symbols. First language acquisition for a person seems to be mastered from early on and this fact has led to the emergence of various contrasting theories both for first and for second language acquisition, offering explanations. Behaviorist, generativist and constructivist theories are some of them. “Simple syntax” and “Abstract syntax” are two contrasting views in language acquisition. According to the former view, early child grammar is deficient in abstraction and complexity and needs experience to enrich the lexicon and thus, help the emergence of these two traits. On the other hand, the latter view advocates that syntactic complexity is inherent in early grammar and despite the fact that children’s early production is limited and with a restricted lexicon, it still displays abstraction and generative capacity; in other words, grammar principles are innate and require just “triggering exposure to constructions” (Roeper & Perez-Leroux, 2011; 263-264).
However, language acquisition has to confront problems that delay it. Even in the most typical population samples, as monolinguals are, there are some factors that slow down the acquisition process of various structures; morpho-syntactic properties are mastered from early on (age of 2 years), others develop from 2 to 3 years of age and some others even up to the age of 5. Explanations for such behavior are either universal (i.e. maturation of syntactic properties or complexity in syntax-semantics interface) or language-specific and attributed to input (Demuth, 1992; Tomasello & Brooks, 1998; Tsimpli, 2014).
First of all, the main reason that some grammatical structures lag behind others is that in order to acquire them, we have to take into consideration semantic or pragmatic information or even higher-level discourse constraints and non-verbal cognitive abilities (i.e. working memory) in contrast to other structures that are easier to be acquired due to their narrowly syntactic nature. The former structures can be called “late phenomena” and according to Tsimpli (2014), they are more difficult in the acquisition process for two main reasons: first, due to the complexity imposed by the interface of language-internal and language-external
topics and second, the “integration of interface properties” poses quantitative (time and memory) and qualitative (lexical and semantic) problems (Crain & Thornton, 1998; Roeper, Schulz, Pearson & Reckling, 2007) (286). Pronominal reference is an example of a structure that is acquired late due to the complexity of the contexts, as well as due to other languageexternal
factors, such as cognitive control in memory, updating and inferencing (Reilly, Losh, Bellugi & Wulfeck, 2004).
Computational complexity of a structure is another problem posed to language acquisition. Subject versus object relative clauses differ in the rate of acquisition due to this reason; in object questions or relative clauses, the subject, which intervenes between the object antecedent and its gap, causes increased complexity in the computation of the structure (Tsimpli, 2014; 294). In the acquisition of the passive structure another problem is encountered: children produce it less and this is related to low frequency in the input (Bencini & Valian, 2008; Brooks & Tomasello, 1999), incorrect mapping between arguments and syntactic
positions (Hyams et al., 2006) and lexical and morphological restrictions (Borer, 2004) (Tsimpli, 2014; 294).
Recursion, “an operation which takes its own output as an input”, according to Roeper (2010; 47), is a structure with increased complexity posing problems to its acquisition, just as object relative clauses mentioned above. But what does actually take place for the acquisition of a recursive structure in a language? Recursion is said to have originated from mathematics and philosophy and is admittedly recognized as part of computer science throughout the years; however, our aim is to understand how it fits grammar and acquisition (Roeper, 2009; 41).
Roeper initiated many studies in the acquisition of recursion. In the recent years, there have been made efforts to examine the relationship between recursion and working memory by studying the developmental path that recursion follows. In a conference that took place in Rio de Janeiro in 2013, named “Recursion in Brazilian Languages & Beyond”, relevant studies were presented. One of these was a study by Perez-Leroux, Castilla-Earls et al. (2012). In this study, the researchers examined the age at which children seem to acquire the recursive structure, as well as the stages that appear before complete acquisition, through the presentation of a picture-story introducing all vocabulary parts without providing a model for Noun Phrase
(NP) complexity (“Here is a crocodile, and another crocodile. Here is a bird. And another. One of the crocodiles is standing on the water. But look! Which bird got the worm?”). Results showed that target-response production is significantly more difficult in the recursive condition (“The bird on the alligator in the water.”) than in the non-recursive condition (“The bird is on the alligator that is in the water.”). More specifically, the task of integrating both the syntax and the semantics is a challenge for children at 4-5 years old; the syntax-semantics interface and the need for interpretation at each Phase makes the task harder. Phonological working memory was measured in this task and was found to play a role in the asymmetry of recursive and non-recursive conditions: working memory does play a role in the ability to produce recursive NPs but no effect was found on the production of non-recursive NPs. In the present study, the aim is to explore recursion in the Greek language, since this phenomenon has not been studied in this language yet. As recursion differs from language to language, in Greek, it will be studied in the following structures: recursion in adjectives, recursion in relative clauses (where the relative pronoun is either the subject or the object of the relative clause), recursive Prepositional Phrase (PP) modification and recursive genitives.
Examples:
· Recursion in adjectives:
“Δείξε μου τη δεύτερη κόκκινη μπάλα.”
Dikse mu ti defteri kokini mpala. = Show me the second red ball.
· Recursion in relative clauses (object position):
“Μπορείς να μου δείξεις την αγελάδα που χαιρετάει η τίγρης που είναι χαρούμενη;”
Boris na mu diksis tin ajelada pu heretai I tiyris pu ine harumeni?
*Can you show me the cow that the tiger is greeting that is happy?
· Recursion in relative clauses (subject position):
“Μπορείς να μου δείξεις την αγελάδα που χαιρετάει τον σκύλο που κάθεται;”
Boris na mu diksis tin ajelada pu heretai ton skilo pu kathete?
Can you show me the cow that is greeting the dog that is sitting?
· Recursive PP modification:
*“Το λουλούδι μέσα στο βάζο πάνω στο τραπέζι.”
To luludi mesa sto vazo pano sto trapezi.
The flower in the vase on the table.
· Recursive genitive:
“Το μπαλόνι της μαμάς της Εύας.”
To mpaloni tis mamas tis Evas.
Eve’s mother’s balloon.
Our central questions are:
· How does recursion develop throughout life, after it has been acquired?
· Does recursion depend on working memory? Or is it a sheer linguistic process that
remains intact even with memory decline?
Participants will be divided in three testing groups; more specifically, the first group will consist of 30 four-to-five-year-old children, the second one will consist of 30 six-year-old children and the third group will consist of 30 eight-year-old children.
There will be three pre-tests as measures of the study: the first one will be a linguistic measure to rate the vocabulary size, namely the Expressive Vocabulary Test by Vogindroukas et al. (the Greek edition of Word Finding Vocabulary Test (4th edition) by Renfrew (1995)).
The second measure will be cognitive and rates the working memory, namely the “digitbackwards” task. The third measure tests updating and is called “N-back”. As for the main task, the first one will refer to recursion in adjectives: an array of balls in different colours is presented to the participants
(e.g. red green blue orange green)
X X
and the researcher asks for the second green ball. Participants will point to the second ‘X’ if they understand the recursive structure; if not, they will point to the first ‘X’. The second task will refer to recursion in relative clauses; it will consist of two types of sentences: those containing relative clauses in which the relative pronoun is the subject and those containing relative clauses in which the relative pronoun is the object. Both production and comprehension of these structures will be examined through the elicitation of answers in questions of preference (e.g. “There are two children. One child is giving a present and the other child is receiving a present. Which child would you like to be? Start with the phrase ‘I would like to be…’.”) and by choosing the correct picture (out of two) that matches with the sentence they hear. The final task tests recursion in PP modification and in genitives again through choice of the correct picture that matches the sentence that is heard.
This research aims at contributing to the large project of investigating the development of the recursive structure in different languages around the world so as to examine if it is an independent linguistic process or if it is affected by other factors. During the research, of course, some unavoidable limitations will come up and will have to be taken into consideration.
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| 48. |
Student: STAVRIANAKI AIKATERINI Title: Translation: Η εκφραστικότητα στο λεξικό και στη γραμματική: σημασιολογική ανάλυση στη διδασκαλία της Νέας Ελληνικής ως δεύτερης / ξένης γλώσσας Supervising Committee: Tsangalidis Anastasios | Matthaioudakis Marina | Xydopoulos Georgios |
| 49. |
Student: KATSIPERI MARIA Title: Language and Memory Constraints in Anaphora Resolution: A Developmental Perspective Translation: Γλωσσικοί και Μνημονικοί Περιορισμοί στην Ερμηνεία της Αναφοράς: Η Αναπτυξιακή Σκοπιά Supervising Committee: Tsimpli Ianthi-Maria | Masoura Elvira | Mastropaulou Maria Anaphora resolution (AR), assigning an antecedent to a referential form, can be a demanding process as it is not regulated solely by syntactic constraints but it is also subject to pragmatic cues.
From a developmental perspective, the question is whether and when children are able to make use of the discourse cues in order to resolve anaphora and if the process depends on domain-general factors such as working memory abilities. In the present study, we examine 3 age groups of typically developing monolingual Greek-speaking children, aged 6 to 7 yrs., 8 to 9 yrs. and 10 to 11 yrs., consisted of 40 participants each. Prominence of the referential expression is manipulated through pronominal form (null vs. overt) and antecedents prominence through syntactic position (subject vs. object) and +/- definiteness. Definiteness is argued to diminish or enhance an antecedent’s saliency when interacting with its syntactic role, with an -definite antecedent in subject position becoming less topical and thus harder to process (Gibson, 1998). A self-paced listening task with picture selection is administered to participants. Children are asked to pace themselves throughout sentences consisted of a main clause introducing two referents of the same gender followed by a subordinate clause with either a null or an overt subject. The possible antecedents were +/- definite, resulting in three combinations: the baseline definite subject – definite object condition; the unmarked definite subject – indefinite object condition, and the pragmatically marked, indefinite subject – definite object one. While listening to the sentence, children look at three images on the computer screen (two of the possible antecedents and a distractor one) and they are asked who performed the action. In addition, children undergo a series of working memory tasks, examining storage and processing capacity.
Antecedent preference for each condition is examined taking into consideration participants’ age and working memory abilities. |
| 50. |
Student: SIOUTI ELENI Title: European identity in the age of economic crisis Translation: H Ευρωπαϊκή ταυτότητα στην εποχή της οικονομικής κρίσης Supervising Committee: Koutoupi-Kiti Elisavet | Archakis Argyris | Cap Piotr The purpose of this work is the linguistic investigation of the existence of a common “European identity”, into the context of the recent economic crisis afflicting the European Union. Political discourse is circulating and is regarded as both shaping perceptions and self-images among European peoples and being shaped by them. With a view to detecting the “European identity”, political speeches, in the period of Greek and British referenda – in years 2015 and 2016 respectively, are analyzed.
A combination of methods, such as Corpus Linguistics and CDA are used in order to identify the possible changes or new attitudes in the conceptualization of European identity. The main question to be answered is whether, in the age of economic crisis, the notion of a common “European identity” is linguistically challenged, reinforced or receptive to new perspectives. |
| 51. |
Student: SOPHIADI ANGELINA Title: Aspects of modality in English and Greek Translation: Όψεις της τροπικότητας στην αγγλική και την ελληνική Supervising Committee: Tsangalidis Anastasios | Koutoupi-Kiti Eliza | Matthaioudaki Marina There is abundant literature in the analysis of political rhetoric and, this is so, because ideally it encompasses linguistic elements that aim to persuade, influence, even manipulate and deceive, but also express power and dominance, emit assertiveness; clearly, most politicians do more than merely communicate their ideas when communicating. This characteristic constitutes their discourse a cornucopia of linguistic elements, readily available at the disposal of anyone aspiring to analyze them.
After employing different points of reference and adjusting the different foci of interest in order to have a solid springboard to a proper research paper, the purpose of this research paper is mainly to examine the diachronic fluctuations in the aspects of modality in political speech in Greek and consequently comparing them to relevant research in Modern English. More particularly, Greek parliamentary minutes are to be examined, covering a span of 40 years (1976-2016). Due to the scarcity of data available, namely the existence of a balanced and representative diachronic corpus relevant to this study, an actual corpus had to be compiled. This corpus consists of sample corpora, each representative of each decade consisting of approximately 1.000.000 word tokens taken by 30 randomly selected parliamentary sessions. This compilation, however, was not without its obstacles, as some data weren’t readily available for processing due to the fact that the actual text was written in the polytonic diacritic system, which hinders the recognition of the text by OCR applications, and therefore will have to be transcribed manually.
Leaving all the hindrances aside, the processing of the data aims to investigate the fluctuations in the use of Greek modal verbs prepi-bori/boro as well as the use of the subjunctive in political speech. Moreover, a semantic analysis of the modal verbs is directed towards gaining insight as to whether these have any variation in their meaning, in other words, which of the two readings – deontic or epistemic- is more prevalent in each decade. Another focal point of interest is to probe the pseudo deontic use of prepi which seems to be quite dominant in the data available, having pragmatic implications as being strongly connected to politeness theory. This pragmatic aspect of modality is enriched by further investigation of politeness markers, such as personal pronouns, giving me the opportunity to draw inferences –among others- regarding the politeness strategies of exclusion/inclusion employed by politicians throughout the years and especially during the difficult times we are faced with. The aforementioned findings are to be cross-examined with data available from Modern Greek corpora, as well as compared with the tendencies observed in the English language. |
| 52. |
Student: CHRISTAKIDOU ALEXANDRA Title: Εννοιακές και Γλωσσικές Στρατηγικές για την Έκφραση των Συναισθημάτων στην Ποίηση Translation: Conceptual and Linguistic Strategies for the Expression of Emotions in Poetry: A Cognitive Linguistic Analysis of Solomos' The Cretan Supervising Committee: Athansiadou-Gerothanasi Angeliki | Schoina Maria | Theodoropoulou Maria The current study has as its object the access to, understanding, and analysis of the Language of Emotions in poetry. The theoretical background of Cognitive Poetics will be used for this aim. Cognitive Poetics is a branch of Cognitive Linguistics that deals with the analysis of poetic and literary texts. Firstly, the main pillars of the theoretical construction of Cognitive Linguistics and Cognitive Poetics will be presented, such as meaning, conceptual metaphor and metonymy, conceptual blending, as well as some special aspects that represent a smaller body of research, such as metaphtonymy, synaesthesia, and contrast. Then, there will be an analysis of Dionysios Solomos’ poem The Cretan (1833-1834). This is a complex poem which expresses and raises intense emotions. Moreover, there will be reference to some basic subjects of Romanticism, since it is apparent that this Movement influenced Dionysios Solomos in the penning of The Cretan. |
| 53. |
Student: BALASOPOULOU NICOLETTA Title: L2 development in young Greek EFL learners: Effects of internal and external factors Translation: L2 development in young Greek EFL learners: Effects of internal and external factors Supervising Committee: Agathopoulou Eleni | Matthaioudaki Marina | Papadopoulou Despina |
| 54. |
Student: ANDREOU PANAGIOTIS Title: Evaluating pronunciation teaching methods in Greek as a second language: An empirical study Translation: Αξιολόγηση μεθόδων διδασκαλίας της προφοράς της Ελληνικής ως δεύτερης / ξένης γλώσσας: Μια εμπειρική μελέτη Supervising Committee: Nikolaidou Katerina | Matthaioudaki Marina | Chatzipantelis Theodoros The aim of the present study is to investigate the effects of two different methods of pronunciation instruction on the intelligibility, comprehensibility, accentedness, and fluency of adult learners of Modern Greek language. After recording learners’ speech at the beginning and end of a 4-month course of instruction, native Greek listeners will judge learners’ speech for intelligibility, comprehensibility, accentedness, and fluency. We believe that the findings of this study will contribute to our theoretical understanding of the nature of intelligibility, comprehensibility, accentedness, and fluency, and have important implications for both researchers and teachers. |
| 55. |
Student: MILENOVA MILENA Title: The Interlanguage Phonology of Bulgarian Learners of Modern Greek: Investigating Segmental Acquisition and Evaluating Pronunciation Teaching Methods Supervising Committee: Nikolaidou Katerina | Matthaioudaki Marina | Chatzipantelis Theodoros This Ph.D. study investigates the interlanguage phonology of Bulgarian learners of Modern Greek. The focus is on the acquisition of two categories of sounds: new and similar. The new sounds do not exist in the segmental inventory of Bulgarian (the fricatives /γ/, /θ/, /?/), while the similar sounds are categories that exist in both the native language and the target language phonemic inventories, but differ articulatorily and acoustically (the sibilants /s/ and /z/).
The aim of the study is twofold. The primary aim is to evaluate the effectiveness of two different pronunciation teaching models. The secondary aim is to investigate the process of acquisition with respect to the learnability of similar vs. new sounds, following the Speech Learning Model (Flege 1987, 1995, 2002).
Beginner Bulgarian learners of Modern Greek are divided into two experimental groups: EG I and EG II. EG I receives pronunciation training based on the Audio-lingual teaching method. EG II receives pronunciation training developed in the framework of the Communicative approach to L2 language teaching. The study is conducted implementing a pretest posttest two treatment design for a period of 7 months. The learners’ performance is measured twice: prior to pronunciation instruction – Time 1 (T1), and two weeks after the teaching procedure – Τime 2 (T2). T1 and T2 productions are compared to assess pronunciation acquisition. The productions of the learners are compared to the production of a control group of native speakers of Modern Greek to explore the attainment of the target norm.
The data are analysed spectrographically, acoustically and impressionistically. |
| 56. |
Student: KOKARIDA DIMITRA Title: Lexical Pragmatics Translation: Λεξική Πραγματολογία Supervising Committee: Koutoupi-Kiti Eliza | Paradis Carita Paradis | Ifantidou Elli This thesis addresses key issues concerning the course of bridging the gap between the semantic and communicated meaning of lexically-encoded concepts and discusses some of the problems related with Lexical Pragmatics as a field of lexical modulation and interpretation. More particularly, the focus is on the concept of semantically underdetermined meaning, cases where the linguistically encoded meaning may underdetermine (not fully determine) the proposition expressed by a particular linguistic string. These cases are treated as ad hoc concepts or context-sensitive senses since the approach adopted for their decoding follows the Theory of Relevance tradition. Yet, the problem with semantic underdeterminancies lies in the fact that some cases fall within the scope of metaphor, metonymy, hyperbole and other types of category extension prominent in cognitive linguistic models of lexical interpretation. . It is proposed that the theory of ad hoc concept construction be tested against these related semantic, pragmatic and cognitive accounts of meaning analysis. More specifically, this study attempts to illustrate that there can be convergent points between strictly relevance-theoretic and cognitive-oriented approaches to lexical meaning so as to explore the feasibility of a unified model to account for lexical interpretative processes. The linguistic phenomenon selected for the analysis is that of tautologies for two reasons. Firstly, because there seems to be an open debate about whether interpretation of conversational tautologies should depend on exclusively semantic or pragmatic tools, which reflects the underlying theoretical framework of this thesis (Lexical Pragmatics). Secondly, because it is argued that the repeated lexical concepts in tautologies are cases where the resultant ad hoc concept carries considerable contextual load to the extent that an interpretation of the communicated meaning of a word would be impossible without profound dependence on the context. To this end, the thesis employs digital text search tools and a significant amount of corpora to back up the research with data samples of tautological expressions where authentic context has been clearly defined and established. |