Department/GP Order

Thesis

Student

Records found: 57

1. Student: VERGOPOULOU STAVROULA
Title: A Gender-Related Analysis of the Linguistic, Paralinguistic and Extralinguistic Elements in Advertising and of the Translation of Advertising Spots in the Greek, German and English Languages
Translation: Ανάλυση των γλωσσολογικών, παραγλωσσικών και εξωγλωσσικών στοιχείων στη διαφήμιση και της μετάφρασης διαφημίσεων στην ελληνική, γερμανική και αγγλική γλώσσα ως προς το φύλο
Supervising Committee: Apostolou Fotini | Kanakis Kostas | Desylla Louisa

This research concerns the complex interdisciplinary topic of the relationship between language, gender, advertising and translation. As advertising uses various verbal and non-verbal means in order to be effective and successful, a gender-related analysis of “advertising language” (in the broadest sense of the word) is necessary to promote gender equality-oriented language and translation. This dissertation addresses the questions of how sexism appears in Greek, English and German advertising language and in the translation of advertising spots into and from these languages, as well as how translators as mediators of language and culture can utilize gender-equal advertising language and in turn, promote gender equality in everyday language use and lifestyle.


2. Student: PANTELIOU NIKI
Title:
Supervising Committee: Ματθαιουδάκη Μαρίνα | Αγαθοπούλου Ελένη | Παπαδοπούλου Δέσποινα


3. Student: SERAFIM MARIANTHI
Title:
Supervising Committee: Αλεξίου Θωμαή | Τζακώστα Μαρίνα | Πεντέρη Ευθυμία


4. Student: TSIADIMOS NIKOLAOS
Title:
Supervising Committee: Ματθαιουδάκη Μαρίνα | Σουγάρη Αρετή | Αλεξίου Θωμαή


5. Student: NTERI ANASTASIA
Title: "An ultrasound study of lingual coarticulation in Greek children with typical speech development, adults and children with Developmental Apraxia of Speech".
Supervising Committee: Ekaterini Nikolaidou | Areti Okalidou | Dimitrios Stamovlasis


6. Student: NTOLA GEORGIA
Title:
Supervising Committee: Kitsi-Mitakou Ekaterini | Giannopoulou Efthimia | Goggin Joyce


7. 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


8. Student: VYNNYK ANNA
Title: Ρηματικές κατηγορίες διαγλωσσικά: διαχρονικές και αναπτυξιακές θεωρήσεις.
Translation: Verbal categories across languages: diachronic and develpmental considerations
Supervising Committee: Anastasios Tsangalidis | Ioanna Topintzi | Lavidas Nikolaos


9. Student: CHATZIKYRKOU DIMITRA
Title:
Translation: Health and Illenss: Conceptualization and Expression in Greek
Supervising Committee: Athanasiadou Gerothanasi Angeliki | Selimis Efstathios | Theodoropoulou Maria


10. Student: MITSKIDOU PASCHALIA
Title:
Translation: Virtual Reality, Escacism and Nostalgia in Contemporary American Literature and Cultural Narratives
Supervising Committee: Rapatzikou Tatiani | Bradt Stefan L. | de Groot Jerome


11. Student: GIACOMO KLEIN
Title: First language attrition: Greek immigrants in Germany
Translation: Φθορά μητρικής γλώσσας: Έλληνες μετανάστες στη Γερμανία
Supervising Committee: Agathopoulou Eleni | Papadopoulou Despina | Christiane Bongartz


12. 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


13. 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


14. 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


15. 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


16. Student: FELEKIDOU DESPINA
Title: Parliamentary metaphors for morality before and after the financial crisis in Greece
Supervising Committee: Athanasiadou-Gerothanasi Angeliki | Boutoulousi Eleni | Milapides Michail


17. Student: MOUTAFIDOU KOLONA
Title: Incestuous Lovers and Significant Others: A Contrapuntal Study of Literary Family Politics in Liaisons Not to Be, 1929-2009.
Translation: Αιμομιξία Έρωτος και Ετερότητος: Μια Συγκριτική Μελέτη της Λογοτεχνίας που αφορά σε Σχ'εσεις Ταμπού, 1929-2009.
Supervising Committee: Kalogeras Yiorgos | Kitsi-Mitakou Katerina | Chrysanthopoulos Michalis

The present study intends to cross-examine the ways in which the theme of incest is portrayed in the modern literature and film scene, from 1929 to 2009. The project will focus on selected works, the majority of which belong to the American paradigm: William Faulkner’s Absalom, Absalom! and The Sound and the Fury, Toni Morrison’s Song of Solomon, Ola Rotimi’s The Gods Are Not to Blame, Jeffrey Eugenides’ Middlesex and Panos Koutras’ Strella. Portrayal of incest in the aforementioned works will be approached through a renegotiation of the key notions of trauma and survival, the broader spectrum being the main characters’ condition of otherness: persons who have suffered from orphanhood, literally and/or metaphorically, they all come from dysfunctional, absent or “deceased” families. Taken that this study is comparative in nature, the theoretical approach followed will be interdisciplinary, the spectrum diachronic. Sociology, anthropology and psychoanalysis will primarily form the fertile, scientific-disciplinary grounds on which gender studies and postcolonial theory will engage in a meaningful dialogue with the primary works themselves. The ways in which incest has been defined and, most importantly, circumscribed through the ages will emerge through the examination of different and complementary theories on the incest prohibition, the horror of incest, and the interplay between the incest taboo and the moulding of modern sexuality. To achieve this, the project will engage in a cross-curricular examination of the studies of such influential thinkers as Claude Levi-Strauss, Freud and Michele Foucault, among others, on the one hand, and Judith Butler, Rene Girard, Homi Bhabha and Franz Fanon, indicatively, on the other.
As Elisabeth Barnes argues, from 1992 onwards there has been registered “a fascination with incest-in both popular and scholarly arenas-unknown before.” The literature scholar also affirms that “the literary study of incest sharpens our awareness of trauma as a social and cultural, as well as, a personal, experience.” Building on the notion of a social, cultural and personal trauma, the aim of this project is to delve deep into the theme of incest, the “canonical” representation of which associates and almost equates consanguineous relationships with traumatic instances and experiences in a person’s sentimental and sexual life. However, I aim to examine instances where the representation significantly deviates from these conventions. To be more specific, the present study will attempt to enrich and complement the already existing incest literature by attempting to demystify the, seemingly, social paradox of incestuous relations as ones which, instead of originating from dolorous subjection and abuse, celebrate agency in its most affirming moment. By the term agency I primarily refer to the characters’ alertness and knowledge of their own incestuous drive and to their subsequent consent to the consummation of the consanguineous desire. Still, even while dwelling on the affirmative power of agency, this study will neither ignore nor forget its debt to the notion of trauma. Hence, if there exists an agonizing “wound,” I argue that this does not refer to the experience and consummation of the incestuous desire itself, but, rather, to the mental crystallization of the incestuous drive as one stemming from the characters’ awareness of an unconditional position of otherness, with both individual as well as cultural and social associations and origins, as Barnes would posit. To be more specific, the characters suffer the trauma of a frustrated, fragmented or vaguely remembered experience of familial-parental affection. They seek to redefine and cure the originally compromised nature of this love at a mature age via incest. Seeking for the solid grounds of belonging and survival, consciously or unbeknownst to them, they stand opposite that very mirror of that initial bereavement and they subsequently engulf elements from within: the left and remaining family itself. The goal of this study is to investigate how this traumatic otherness informs the characters’ struggle for survival in both the pre-and post-incest phase in a set political and socio-cultural context. It is to be underlined that characters’ survival is not against the incestuous act, which, in itself, is consensual and cathartic, but against the community and its eventual reluctance to accommodate the characters’ condition of otherness. Last, the stance and reaction of the aforementioned community as to incest will ultimately enlighten the family politics informing and, eventually, obstructing the characters’ strife for survival, self-affirmation and belonging.


18. Student: STOUKOU IRINI
Title: Lost in Adaptation: Re-imagining the Bodies of Alice and Peter
Translation: Χαμένοι στη διασκευή: Αναθεωρώντας τα Σώματα της Αλίκης και του Πίτερ
Supervising Committee: Ekaterini Kitsi-Mitakou | Fotini Apostolou | Melpomeni Kanatsouli


19. Student: KOUTSI PANAGIOTA
Title: Narratives of Punishment: Society and the Death Penalty in Contemporary Anglophone Plays
Translation: Αφηγήσεις Τιμωρίας: Η Κοινωνία και η Θανατική Ποινή σε Σύγχρονα Αγγλόφωνα Θεατρικά Έργα
Supervising Committee: Detsi Zoi | Patsalidis Savas | Baka Afroditi

Abstract: My research will focus on the connection between society’s safety mechanisms of self-preservation and the death penalty through a comparison and analysis of six plays which explore this subject from different perspectives. The aim of this project is further to show how the European perspectives connect with the American and underline the impact that these plays have in society. There is an  emergence of a predatory society in which the suffering and death of the “other” become a commodified spectacle while the utilization of mechanisms that urge society’s tolerance to conditions that would otherwise be considered oppressive  promote collective numbness. The goal of these plays is to explore the role of theatre in engaging spectators in the controversial issue of the death penalty and part of my research will shed light on whether theatre endeavors to reflect the conservative climate of the time or achieve a castigation of the humanitarian ethos atrophy that surrounds contemporary society, as a result of submission and detachment.     


20. Student: GAGAMARIA THOMAI
Title: Variation, Change and Translation: Early Modern Greek vs. Early Modern English
Translation: Γλωσσική ποικιλία, μεταβολή και μετάφραση: Πρώιμη Νέα Ελληνική έναντι Πρώιμης Σύγχρονης Αγγλικής
Supervising Committee: Lavidas Nikolaos | Karantzola Eleni | Dag Trygve Truslew Haug

 The aim of the thesis is to study the way language variation is reflected in translation. More specifically, approaches and strategies identified in translations of literary works of the Early Modern English and the Early Modern Greek varieties are examined. The works being employed for the purposes of the thesis include William Shakespeare’s Romeo and Juliet, Cymbeline and The Tempest, as these are translated in Greek, as well as Vitsentzos Kornaros’ Erotokritos and Georgios Chortatsis’ Erophile and their corresponding English translations. The thesis focuses on the translation of instances of language variation, which, in this case, are part of older linguistic varieties. Historical and dialectal corpora as well as translation corpora are to be used for the research purposes as tools facilitating the organization and description of the data, as well as allowing the researcher to reach subsequent empirical conclusions. It should be mentioned that the corpus annotation process is to be based on the PROIEL Treebank annotation scheme. PROIEL Treebank includes textual material written in various ancient Indo-European languages annotated on a morphosyntactic level. The methodological framework of the thesis is that of the Descriptive Translation Studies.
 
The aim of research is to determine whether a study on the individual linguistic features of a given variety may shed light on various aspects of the translation process and contribute in the identification of translation patterns established between two antithetical linguistic pairs. Additionally, a comparative study of the conclusions drawn individually as to each linguistic pair seeks to reveal the parameters playing a role in the translation process and shaping the translation outcome.


21. Student: VOGIATZIS NIKOLAOS
Title: Language documentation and description: A morphophonological analysis of the Thassian dialect based on fieldwork study
Translation: Γλωσσική τεκμηρίωση και περιγραφή: Μορφοφωνολογική ανάλυση της διαλέκτου της Θάσου βασισμένης σε έρευνα πεδίου
Supervising Committee: Elisavet Mela-Athanasopoulou | Aggeliki Ralli | Dimitrios Papazachariou

The proposed dissertation intends to provide a detailed description and analysis of the phonology and morphology of the Thassian dialect, a previously undocumented dialect, spoken on the island of Thassos, Greece. The aforementioned dialect is critically endangered as a result of the large scale urbanization and modernization of the area mainly caused by the rapid economic growth flowing from increased tourism.
Based on original data obtained through field research and more particularly through recordings, the proposed thesis additionally aims to create a complete record of the dialect in question by trying to encapsulate in it all those features that constitute its typology from the tiniest phonological variations up to the semantic cues encountered in an array of communicative events.


22. Student: KONSTANTINIDOU PARTHENA
Title: The Impact of CLIL Teaching on Learners' Working Memory, Proactive Interference and Retroactive Interference
Translation: H Επίδραση της Διδασκαλίας CLIL στην Εργαζόμενη Μνήμη των Μαθητών, την Προσθενεργό Παρεμβολή και την Οπισθενεργό Παρεμβολή
Supervising Committee: Matthaioudakis Marina | Alexiou Thomai | Masoura Elvira

This thesis is supposed to be the outcome of the researcher’s intense interest to investigate the relation between CLIL approach and the students’ cognitive skills. Specifically, the PhD dissertation will examine if an approach for teaching foreign languages cannot only contribute to language improvement but also to working Memory development and Interference reduction. Interference levels will be measured when old information prevents the recall of newer information (Proactive Interference) and when more recent information gets in the way of trying to recall older information (Retroactive Interference).


23. Student: ILIADOU ANTONIA
Title: Humanism, Posthumanism and Technoscientific Innovation in a Post-Apocalyptic Environment: Margaret Atwood’s Maddaddam Trilogy and Hugh Howey’s Silo Trilogy
Translation: Ουμανισμός, Μετα-Ουμανισμός και Τεχνοεπιστημονική Καινοτομία σε Μετα-Αποκαλυπτικό Περιβάλλον: Η Τριλογία της Margaret Atwood Maddaddam και η Τριλογία του Hugh Howey Silo
Supervising Committee: Pastourmatzi Domna | Kokkonis Michalis | Rapatzikou Tatiani

This project focuses on Margaret Atwood’s Maddaddam trilogy and Hugh Howey’s Silo trilogy. The goal is to view these texts, both separately and in conjunction, in order to examine their approach on humanism, posthumanism, and techno-scientific innovation in a post-apocalyptic environment. The thesis examines the ways in which Atwood and Howey depict the human and the posthuman after an apocalyptic event. Also, one of the central issues this work discusses is the presentation of the posthuman as an outcome of a complex scientific process. Moreover, the project views the ways in which the writers imagine interpersonal relationships and group dynamics in the context of a post-apocalyptic world. Finally, the issues of togetherness and cooperation are going to be stressed, as in both texts there is the conviction that people need to work together, in order to survive.


24. 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.


25. Student: TZOUNI MARIA
Title: Inter/Nationalizing the Spectacle: The Politics of Spectatorship in Neo-Burlesque Performance
Translation: Δι/Εθνοποιώντας το Θέαμα: Η Πολιτική του Θεάματος στη Neo-burlesque Περφορμανς
Supervising Committee: Detsi Zoi | Patsalidis Savvas | Blatanis Constantinos

In this research, the focus lies on the exploration of the reasons why and the ways how burlesque re-introduces itself as a new genre; that is as neo, new or nouveau burlesque in the twenty-first-century American society and how it affects both the national and international popular culture and theater. As American theatrical genres, both burlesque and new burlesque have functioned as political acts against the sociocultural phenomena of their respective eras. Neo-burlesque negotiates on the sociopolitical distresses of the twenty-first century such as politics, hegemonic ideologies and the objectification of the female, feminine, and effeminate bodies around the globe and has managed to excel as an inter/national spectacle. Moreover, the multiple crises currently faced such as terrorism, financial worries, nostalgia and gender, race, beauty and age biases lead to the viewing of neo-burlesque as a meta-traumatic healing process. This sociopolitical instability has intensified the need to understand the cosmos through an intercultural spectacle and engage in an international cultural dialogue between performers and spectators. The politics of spectatorship and the performer’s empowerment have re-designed the map of neo-burlesque performance and have created new spaces in terms of how the venues, performers’ aesthetics, and audience attendance –both in the national and the inter/national stages– have been transformed. However, the question lies on whether the burlesque performers act in a critical tone to clearly depict their political stances on the remaining hegemonic stereotypes or; if, on the contrary, they are conducive to the perpetuation of commercialization, commoditization and objectification of the female body.
In this light, the technicality and artistry, the comic overtones and the reciprocation with the audience of performers such as Roxie D’Lite, Coco Framboise, Michelle L’amour, Legs Malone, Lola the Vamp and La Dandizette, will contribute to the illumination of the ways new burlesque has become a political act through popular culture. By interviewing the aforementioned female burlesque performers, researching on the sociocultural influences of new burlesque and attending live shows and festivals, my intention is to prove that neo-burlesque is, indeed, a popular spectacle with political extensions in contemporary society across cultures as far as the performers and the spectators are concerned.


26. Student: VAGENAS ALEXANDROS
Title: Investigating L1 and L2 vocabulary acquisition in Greek primary schools
Supervising Committee: Alexiou Thomai | Matthaioudakis Marina | Milton James


27. 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


28. Student: MAVROUDI ARGYRO
Title:
Translation: Εμπειρικά δεδομένα για την καταληπτότητα, κατανοησιμότητα και ξενική προφορά στη ΝΕ ως δεύτερη/ξένη γλώσσα: Παιδαγωγικές Επιπτώσεις για τη διδασκαλία της προφοράς
Supervising Committee: Nicolaides Katerina | Matthaioudakis Marina | Sougari Areti-Maria

The aim of the present study is to investigate the interrelationships among intelligibility, comprehensibility and accentedness in non-native Modern Greek speech. The study includes two major research questions: first, what evidence arises about the interrelationships among intelligibility, comprehensibility and accentedness, and second, what is the contribution of segmental features, stress and speech rate to intelligibility, comprehensibility and accentedness. Also, there will be investigated the levels of proficiency in Modern Greek and the language background. On the one hand, the aim is to identify differences that exist between the levels of proficiency in Modern Greek and problematic features in pronunciation that reappear in different levels. On the other hand, the findings of the two different language backgrounds will be compared in order to determine the role of the first language (L1). Finally, provided we have at our disposal the adequate samples needed, the age and the learning environment will be also investigated. For the purposes of the present study, we will use speech samples from different levels of proficiency produced by non-native speakers of Modern Greek who come from two L1 backgrounds, English and French. Native speakers of Modern Greek will be asked to transcribe the utterances in standard orthography and to rate them for degree of accentedness and comprehensibility. This study will allow us to get some initial insights into the kind of relationship among intelligibility, comprehensibility and accentedness. Furthermore, its findings may be useful in identifying goals, developing curricula and teaching materials and in assessing pronunciation which up to now were mainly based on intuitive approaches.


29. Student: MAVROUDI ARGYRO
Title: Αn empirical study on intelligibility, comprehensibility and accentedness in Modern Greek as a second/foreign language: Pedagogical implications for pronunciation teaching
Translation: ΕΜΠΕΙΡΙΚΑ ΔΕΔΟΜΕΝΑ ΓΙΑ ΤΗΝ ΚΑΤΑΛΗΠΤΟΤΗΤΑ, ΚΑΤΑΝΟΗΣΙΜΟΤΗΤΑ ΚΑΙ ΞΕΝΙΚΗ ΠΡΟΦΟΡΑ ΣΤΗ ΝΕ ΩΣ ΔΕΥΤΕΡΗ / ΞΕΝΗ ΓΛΩΣΣΑ: ΠΑΙΔΑΓΩΓΙΚΕΣ ΕΠΙΠΤΩΣΕΙΣ ΓΙΑ ΤΗ ΔΙΔΑΣΚΑΛΙΑ ΤΗΣ ΠΡΟΦΟΡΑΣ
Supervisor: K. Nicolaidis, M. Mattheoudakis, A. Sougari


30. 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 | Tsimpli Ianthi-Maria | 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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31. Student: BATSARI SOFIA
Title: The effect of motivational constructs on the implementation of learning strategies in foreign language learning
Translation: Η επίδραση των κινήτρων στην εφαρμογή στρατηγικών μάθησης ξένης γλώσσας
Supervising Committee: Sougari Areti-Maria | Koutsogiannis Dimitrios | Alexiou Thomai

The aim of the undertaken study is to investigate the motivation involved in the employment of language learning strategies, within the Greek context of English language learning in primary and secondary education. Proficiency level in English correlates with motivation components and learning strategy use. The construct of motivation initiates and affects learners’ deployment of learning strategies in the course of foreign language learning. Learning strategy deployment can be determined by the motivation components and the proficiency level of English in the process of language achievement.
 
The contribution of the study to the promotion of foreign language learning lies in the investigation of learner motivation, leading to linguistic competence in English, providing feedback to the design and implementation of teaching material, syllabus and curriculum. The study aspires to offer insight to motivation and its components, across learners of different proficiency levels. Any language experience in the classroom supplies a source of understanding of motivation and learning strategies, leading to English language achievement.
 


32. Student: PANAGIOTIDOU THEODORA
Title: Argument structures in diachrony: Contact effects of translation
Translation: Δομές ορισμάτων στη διαχρονία: Αποτελέσματα γλωσσικής επαφής σε μεταφρασμένα κείμενα
Supervising Committee: Lavidas Nikolaos | Giannakis Georgios | Tsimpli Ianthi-Maria

Τhis dissertation aims at a qualitative and quantitative diachronic analysis of lexico-grammatical change in specialized registers and the assessment of the role of translation in promoting or inhibiting such changes. In particular, it looks at the English-Greek language pair and how the dominance of the former within the context of scientific communication has the potential to influence the latter. The anticipated outcome will broaden the interdisciplinary scope and add nuances to our understanding of translation-induced language change in specialized registers.


33. Student: PAPADIMITRIOU IRINI
Title: Language, Theory-of-mind and Executive Functions in children with high functioning autism
Translation: Γλώσσα, Θεωρία του Νου και επιτελικές λειτουργίες σε παιδιά με Διαταραχή Φάσματος Αυτισμού Υψηλής Λειτουργικότητας
Supervising Committee: Tsimpli Ianthi-Maria | Evangeliou Athanasios | Nikolopoulou Angeliki

The purpose of this PhD is to study the language, theory of Mind and narrative speech in high functioning children with Autism Spectrum Disorders (ASD). The high functionality will be defined by the children’s IQ (intelligence higher or equal to the average of each age group). It refers to age groups of four to seven years (three age groups: four to five, five to six and six to seven years). Bilingual children as well as children with co-morbidity with central nervous system disorders will not be included. The sample will be grouped by age and intelligence quotation. The linguistic profile will be assessed not only at the level of understanding, but also at the level of speech expression, looking for children with high functioning autism and escort language disorder and children with high functioning autism without language disorder in the age groups reported. The sample will be evaluated simultaneously as regards the Theory of Mind, executive function and narrative skills. Children's narratives will be estimated in terms of production and understanding. Knowing that Theory of Mind and executive functions are dominant deficits in autism, it will be evaluated whether the coexistence of a linguistic disorder burdens the above functions. Narrative ability is highly referred to language and pragmatic narrative skills. The rate in which the language disorders affect the narrative ability of high functioning children with autism will be examined, at the level of understanding and production of narrative speech. Specifically, in terms of production, narrative language and coherence will be examined, namely microstructure and the structure and consistency of the narrative, namely macrostructure. It will be investigated, also, whether and in what way pragmatic deviations in autism spectrum disorders affect the understanding and production of narrative speech. In addition, it will be studied whether a difference is noticed when a language disorder co-exists. According to the above, it is going to be explored the possible use of narrative as a detective tool for tracing language disorder in children with high functioning autism.


34. 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


35. Student: KOKLA ANASTASIA
Title: Pre-school EFL language learners' acquisition of lexical chunks
Translation: Η κατάκτηση λεξικών συστάδων από μαθητές Αγγλικών προσχολικής ηλικίας
Supervising Committee: Alexiou Thomai | Matthaioudaki Marina | Milton James

The focus of this PhD research is an awarded British animated programme addressed to preschoolers which is called Peppa Pig. It aims at thoroughly researching the show and the rich, authentic, contextualized English language that it contains. The aims of the research are to: (a) to examine the frequency of the vocabulary included in Peppa Pig and the amount of formulaic language contained in it, (b) to determine if preschoolers can acquire formulaic language simply by watching the show or if the combination of show viewing and teaching instruction can lead to better chunk acquisition, and (c) to investigate the cultural elements and moral values contained in the show.
 
A corpus of the show’s vocabulary has been compiled. All the episodes of Peppa Pig that have aired until today (214 five-minutes episodes and 3 extra 15-minutes episodes) have been transcribed. The corpus consists of 105,737 tokens (4,672 types of words). Since the show is still being aired the compilation of the corpus is still in progress. The BNC wordlist and the wordlist for the Starters level of CYLET (Cambridge Young Learners English Tests, 2015) have been juxtaposed against Peppa’s corpus. Results have showed that one fourth of the English vocabulary contained in the show is frequent. What is interesting is that although the show includes a large amount of CYLET’s list, it comprises only a small percentage of the show’s total vocabulary.
 
As far as the testing of formulaic language acquisition is concerned, it has been divided in two phases. The first testing phase was conducted from February 2016 until May 2016. The participants were fifty-eight toddlers (3-year-olds, 4-year-olds and 5-year-olds) attending a nursery school in Athens. The second testing phase was conducted from February 2017 until May 2017. Thirty-nine 5-year-olds from the same school were tested. In both phases the participants were divided in control (simply watching the show) and experimental groups (show viewing accompanied with instruction).  The participants fist took some pre-tests to ensure that they did not know the lexical chunks tested. Then, the researcher carefully selected the episodes that would be shown and the lexical chunks that would be tested. In the first testing phase, 12 receptive chunk tests (3 tests for each of the 4 seasons of the show) were given to the 58 participants. In the second phase, 10 receptive chunk tests (2 for each of the 5 seasons of the show) were given to the 39 participants. Each test was given after viewing an episode. Results of both testing phases have showed that a large number of lexical chunks are acquired receptively simply by watching the show, and that show viewing accompanied with instruction leads to better chunk acquisition.
 
Last but not least, an in-depth analysis of the show’s episodes was performed to examine the cultural elements and moral values promoted in the show. Results showed that Peppa Pig promotes the British identity, multiculturalism and proper pro-social behavior. Also, it introduces a different, stronger role of women in society something rare since there had been a relative lack of strong female lead characters on children’s television before (Akerman, Strauss, & Bryant, 2008).


36. Student: PANAGIOTIDOU VICTORIA
Title: B1-B2 Level Vocabulary: Coursebooks and Electronic text corpora aimed at/for students of Greek as Foreign Language: Convergences and divergences
Translation: Λεξιλόγιο Επιπέδων Β1-Β2 Ελληνομάθειας: Διδακτικά Εγχειρίδια και Ηλεκτρονικά Σώματα Κειμένων των Μαθητών της Ελληνικής/Ξένης Γλώσσας
Supervising Committee: Matthaioudaki Marina | Sougari Areti-Maria | Alexiou Thomai

Vocabulary is one of the key elements in foreign language teaching, and international research has developed considerable interest both in its teaching methodology and its presentation in textbooks, as well as its extent and grading at the six levels of foreign language proficiency described by the Common European Framework of Reference for Languages (CEFR). Although similar research has also been conducted for the Greek language, the division of the vocabulary into each of the six CEFR levels for the Greek language continues to present difficulties. Such questions as (a) which words are required for a foreign student to communicate in Greek in each level of language proficiency, and (b) what is necessary for the non-native speaker to know regarding the meaning of a word at each of the six CEFR levels, remain difficult to answer with clarity and precision.
 
This thesis seeks to shed light on the above questions. Its subject is the vocabulary for B1 and B2 levels of attainment for the Greek language. By utilising the possibilities provided by computational linguistics, this work aims to record the vocabulary used by non-native speakers of the Greek language and compare it to the vocabulary included in modern textbooks of Greek as a foreign language. Which is the vocabulary used by non-native Greek speakers at B1 and B2 levels of proficiency and to what degree does it coincide with the one included in the textbooks? To what extent do non-native speakers  know each word and what difficulties do they encounter? From the answers to the above questions, valuable conclusions will be drawn regarding the required vocabulary of the B1 and B2 levels of Greek for researchers, curricula developers and textbook writers.


37. Student: XARGIA MARIA
Title: A corpus-based analysis of Greek adolescent students' writing in English and Greek: A look into discourse and rhetorical features of writing from a new contrastive rhetoric point of view
Supervising Committee: Matthaioudaki Marina | Agathopoulou Eleni | Milton James

The main purpose of this study is the examination of argumentative writing of Greek adolescents, aged 12-16, in their first language, Greek, and their second, English. More specifically, it aims to assess the quality of the arguments they use, look into the usage of discourse connectors, personal pronouns and  hedges/ boosters, identify factors affecting their use (gender, age, English language proficiency), and examine the possibility of transferability of skills from one language to another. For the purposes of the study, two corpora are being compiled: a) an extended learner corpus of argumentative texts in English written by Greek adolescent learners of English and b) a comparable corpus of texts, written by the same students, in the Greek language. A mixture of qualitative and quantitative research methods is adopted. The findings are hoped to help teachers and learners of English pinpoint difficulties related to the production of written arguments in both the first and second language and also add to the current state of knowledge in the field of adolescent second language writing which has been severely underdeveloped.


38. Student: HARTOFYLLI ANTHOULA
Title: Black, White and Somewhere in-between: The Changing Face of the Other in Australian Film, 1900s-1960s
Translation: Μαύρο, Άσπρο και κάπου ενδιάμεσα: το μεταβαλλόμενο πρόσωπο του Άλλου στην Αυστραλιανή ταινία, 1900s-1960s
Supervising Committee: Kalogeras Georgios | Kokkonis Michail | Yiannopoulou Efthymia

While the key concept of my thesis is Australian identity and identification, there are a multitude of avenues which require exploration in order to gain even a basic understanding of the issues at hand. For this reason, I plan to separate each chapter into specific periods, and then examine each period in terms of its historical significance regarding ethnic and racial identification, including immigration patterns, government policies, as well as global influences. I will then incorporate this information in my analysis of several notable films of each period, focusing on the subject matter of each film, the significance of those influencing the films (writers, directors, producers), as well as any significant impact the films may have had on Australian society.
As Australia’s present is directly linked to its colonialist mentality of the past, it is only natural that I should make use of post-colonial theories in my investigation. However, as I am specifically interested in the effects that Australia’s socio-historical influences have had on its film production and reception, I will be predominantly employing cultural theories for my theoretical model of analysis.


39. Student: DANAVASI TERPSITHEA
Title: Investigating the learnability of uninterpretable features in advanced L2 Greek grammars
Translation: Η διερεύνηση δυνατότητας εκμάθησης μη ερμηνεύσιμων γραμματικών χαρακτηριστικών στην Ελληνική ως Γ2, σε προχωρημένα στάδια ελληνομάθειας
Supervising Committee: Agathopoulou Eleni | Tsimpli Ianthi-Maria | Papadopoulou Despoina

The acquisition of gender and articles by adult L2 Greek learners. An account of what can maximally be acquired in these areas of L2 syntax and an attempted explanation of the persistent divergence of L2 endstate grammars in comparison to target grammars through reference to the theory of uninterpretable features in minimalist terms (Tsimpli and Roussou, 1991; Tsimpli and Dimitrakopoulou, 2007). This phD will develop within Chomsky’s Principles and Parameters framework and the Minimalist Program (Chomsky, 1995, 2005).


40. Student: KOUTLA DIMITRA
Title: English colonialism in the history, philosophy and literature of early modern England: visualizing space and empire
Supervising Committee: Krontiris Stamatia | Bolund-Lagopoulou Karin | Hatfield Andrew


41. Student: NIKOLAIDOU DIMITRA
Title: Beyond the gaming table: value system emerging from American role-palying games
Supervising Committee: Pastourmatzi Domna | Kokkonis Michail | Rapatzikou Tatiani


42. Student: CHIONIDOU ANASTASIA
Title: Phonological acquisition by bilingual children of selected linguistic backgrounds including Greek in different educational contexts: theoretical and pedagogical implications
Translation: Φωνητική κατάκτηση δίγλωσσων παιδιών με συγκεκριμένο γλωσσικό υπόβαθρο, συμπεριλαμβανομένης της ελληνικής σε διαφορετικά εκπαιδευτικά περιβάλλοντα: θεωρητικές και παιδαγωγικές προεκτάσεις
Supervising Committee: Nikolaidou Katerina | Tsimpli Ianthi-Maria | Mathaioudaki Marina

An intriguing question in bilingual studies is whether there is one or two linguistic systems in a bilingual mind. This PhD thesis aims at investigating the nature of bilinguals’ phonological system(s). The main research questions are (i) whether bilinguals differentiate the L1 and L2 phonetic systems when producing stops and sibilants, (ii) if their production shows evidence of cross-language influence, (iii) whether their stops and sibilants are monolingual-like, (iv) whether the SSP (Sonority Sequencing Principle) can explain bilinguals’ cluster acquisition and (iv) what the factors that promote or impede the attainment of monolingual targets are.
The language pairs investigated are Greek-German, Greek-English and Greek-Albanian. Both bilingual groups of each language pair and monolingual control groups for each language were recorded in schools or houses in Greece, Germany, Albania and England.
The material used for Greek, English and German consists of CVCV words with /p,t,k,b,d,g/ in word-initial and stressed position followed by vowels /i,e,a,o,u/. For Albanian, the speech material consists of words having /s/ or /?/ in word-initial position or words beginning with sibilant + voiceless stop or voiceless stop + sibilant clusters, all followed by vowels /i,a,u/. Words are placed in carrier phrases which are repeated 5 times by each subject.
Parental and child questionnaires, a phonological memory test, a non-verbal intelligence test (Raven’s Progressive Matrices) and a vocabulary test were administered for each language.
VOT and closure duration analysis of word-initial stops in the speech of Greek-English and Greek-German bilinguals will be measured and compared to data from age-matched monolingual control groups (8-12 year old) to investigate the contrastive patterns bilinguals use. Furthermore, bilingual data of the language pair Greek-Albanian will be spectrally analyzed as the lack of opposition between alveolar and post alveolar sibilants in Greek and their presence in Albanian phonology, could indicate whether bilinguals use an intermediate or two independent systems when producing sibilants in each language.
Lastly, possible cross-language effects will also be observed through impressionistic analysis of word-initial cluster production (/sp,sk,st,ps, ts, ks/)  by Greek-Albanian bilinguals as the type of errors bilinguals make are expected to indicate how acquiring two languages with different phonotactic rules may inhibit or promote acquisition and accuracy.
Some first results of bilinguals’ voiceless stop production show evidence of distinct phonetic systems for the two languages (Greek-German and Greek-English) and monolingual-like VOT targets. On the other hand, voiced stops seem to be mainly prevoiced in both German and English, indicating cross-language influence exerted by the Greek phonetic system on the German or English one. In addition, our Greek-German data divided per school context (Greek school vs. German school) show that in a school context where the curriculum promotes more exposure and use of one language bilinguals attain monolingual-like VOT values in this language and there may be a tendency to produce more extreme VOT values to keep the phonetic systems distinct. On the other hand, less exposure and use seems to lead to cross-language effects manifesting themselves by the presence of intermediate VOT values.


43. Student: KASINI CHRISTINA-GEORGIA
Title: The Greek Translation of James Joycey’s Dubliner’s: A Translatοlogical Evaluation
Translation: Ελληνικές μεταφράσεις των Dubliner’s του James Joyce: μια μεταφρασεολογική αξιολόγηση
Supervising Committee: Connolly David-John | Farinou-Malamati Georgia | Kontos Nikolaos


44. 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.


45. 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.


46. Student: STAMATOPOULOU FIGALIA
Title:
Supervising Committee: Tsimpli Ianthi-Maria | Terzi Archonto | Ifantidou Elli


47. Student: DALPANAGIOTI DIMITRA
Title: Η μετάφραση των έργων του Ουίλλιαμ Σαίξπηρ και η μεταβαλλόμενη έννοια της γυναικείας ταυτότητας στην Ελλάδα (1875-1955)
Translation: The translations of William Shakespeare's plays and the changing concept of womanhood in Greece (1875-1955)
Supervising Committee: Krontiris Stamtia | Avdela Effie | Lianeri Alexandra


48. Student: KOTAMPITSI MARIA
Title: The Representation of Pain in Works of Samuel Beckett, Sarah Kane and Howard Barker
Translation: Η Αναπαράσταση του Πόνου σε Επιλεγμένα 'Εργα των Σάμουελ Μπέκετ, Σάρα Κέιν και Χάουαρντ Μπάρκερ
Supervising Committee: Sakellaridou Elisavet | Kitsi-Mytakou Katerina | Germanou Maro

Although the experience of pain seems to have been a key concept in the works of Samuel Beckett, Howard Barker and Sarah Kane, the modes of its representation on stage differ. Beckett’s dysfunctional bodies drag their being philosophizing about trivialities, trapped in and betrayed by their painful body. Kane’s extreme and explicit physical pain exposes the excess of social evil and her characters seem to be self-destructive and unable to control their body or mind. Barker’s bodies embrace pain as an embodied necessity and handle it as a tool of resistance against moral conventionality and as a means of connecting with the world. The choice to accept and use pain’s ambiguous nature breaks the boundaries between body and consciousness and converts the dysfunctional suffering body into a functional and creative one. Pain does not appear to function as an exclusively negative element of life but also as a constructive force which transforms the self to an empowered being with infinite creative possibilities in the world. The textual analysis is mostly based on the phenomenological concepts of Merleau-Ponty for whom the lived body is determined by and remakes the world because it is the physical body that acts and its perception of the things and of the world changes according to its situation at the present moment.


49. 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.  


50. Student: CHRISTAKIDOU ALEXANDRA
Title: Conceptual and Linguistic Strategies for the Expression of Emotions in Poetry
Translation: Εννοιακές και Γλωσσικές Στρατηγικές για την Έκφραση των Συναισθημάτων στην Ποίηση
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.


51. Student: BALASOPOULOU NICOLETTA
Title: Teaching English through literature to young Greeks: effects on L2 development
Supervising Committee: Agathopoulou Eleni | Matthaioudaki Marina | Papadopoulou Despina


52. 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.


53. 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.


54. Student: KELMALI EIRINI
Title: An acoustic analysis of selected aspects of Greek for the development of a speech training tool for applications in education and speech pathology
Translation: Ακουστική ανάλυση επιλεγμένων περιοχών της Ελληνικής για τη δημιουργία ενός συστήματος εξάσκησης ομιλίας για εφαρμογή στην εκπαίδευση και την παθολογία του λόγου.
Supervising Committee: Nikolaidou Aikaterini | Okalidou Areti | Kouroupetoglou Georgios


55. Student: MICHAILIDOU SOTIRIA
Title: Η Αγγλική Εθνική Ταυτότητα μέσα από την Αστυνομική Λογοτεχνία στα Μισά του Εικοστού Αιώνα: Ξαναδιαβάζοντας τις Βασίλισσες του Εγκλήματος
Translation: Englishness in the mid-twentieth century detective fiction: Rereading the queens of crime
Supervising Committee: Yiannopoulou Efthymia | Apostolou Fotini | Boklund-Lagopoulou Karin

The purpose of this thesis is to introduce the connection between popular literature (and more particularly crime fiction) and national identity in order to start the discussion about the role of popular literature in the formation of national identity and vice versa. Τwo are the main reasons why I have chosen to examine Englishness in crime fiction. The first one is that it is my assumption that twentieth-century Englishness is a racialised concept tied to the ideologies of the British Empire. The second reason is one that probably adds to the originality of this thesis, and is the premise that popular literature, such as golden-age detective fiction, is more complex than commonly thought. Hence, it is connected to popular discourses, such as the dominant culture, in ways that are not necessarily straightforward or unidirectional, so it is not clearly for or against the nation or class position. Similarly, Englishness in mid-twentieth century is no more straightforward, as it is in transition and changing. Such changes are depicted in the queens’ oeuvre, which makes reading them for that purpose even more intriguing because, before all else, it serves my intention to dispute the commonly-held view that detective fiction is a low-brow pastime with no literary value which does not merit any theoretical attention. What I suggest, instead, is that notions of Englishness invariably circulate in the corridors of detective texts, which help contemporary and subsequent readers construct, deconstruct and reconstruct it as a shifting identity.


56. Student: KOKARIDA DIMITRA
Title: Lexical Pragmatics
Translation: Λεξική Πραγματολογία
Supervising Committee: Koutoupi-Kiti Eliza | Carita Paradis | Elli Ifantidou

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.


57. Student: LILIOU EVANGELIA
Title: Performing cultural identities in Theatre and Society: Contemporary Politics of Gender and Ethnicity in British Women’s Theatre
Supervising Committee: Sakellaridou Elisavet | Kalogeras Georgios | Petrou Ioannis