In recent years, there has been a significant amount of research on innovative methods to enhance language learning. In addition, the rise of digital media has created a need for more engaging educational tools to capture young learners’ interest. This MA thesis investigates the integration of CLIL (Content and Language Integrated Learning) with DEERs (Digital Educational Escape Rooms) to enhance English as a foreign language learning in elementary education. Motivated by the necessity for such innovative tools, this thesis intents to evaluate the effectiveness of DEERs infused with CLIL in enhancing both linguistic skills and content knowledge as well as student engagement levels. Through seven interventions, six DEERs were designed in Genially for two young learners with English proficiency levels ranging from A1 to A2 on the CEFR based on the adventures of Odysseus from Greek mythology, combining elements of the Guided Language Acquisition Design (GLAD) methodology and a variety of Web 2.0 tools, websites games and videos to foster overall language proficiency. The main hypothesis was that CLIL-infused digital escape rooms would improve English language skills and that this approach would result in higher student motivation. The research adopts a pilot study methodology, incorporating both quantitative and qualitative data for assessment, from pre-test and post-tests, teacher’s journal entries, and students’ satisfaction questionnaires. Key findings suggest that the program improved students' language competence, critical reasoning, intercultural awareness, and collaborative learning. The intervention's objectives were met across all domains, including engaging students in a comprehensive understanding of Odysseus's character and Homeric values. The use of specialized vocabulary, communication, and ICT tools enhanced students' digital literacy and problem-solving abilities. The educational gamification of escape rooms fostered curiosity and improved engagement levels. This study contributes to the growing body of literature on CLIL and gamification in education, offering practical insights for educators seeking to implement similar strategies in their classrooms.

In recent years, Content and Language Integrated Learning (CLIL) has emerged as an effective pedagogical approach in Foreign Language Teaching. As an innovative strategy to elevate student competencies and improve learning outcomes of CLIL, the fusion of Game-Based Learning (GBL) with CLIL has recently garnered attention. However, scholarly exploration of video game integration within CLIL frameworks remains scarce, particularly in the context of Greece. The present study addresses this research gap by investigating the integration of Minecraft, a popular video game, within the framework of CLIL in a Greek state school. Focusing on teaching environmental studies to forty-six (46) third-grade students, the research aims to assess the immediate and longitudinal effect of Minecraft teaching on vocabulary and content acquisition. The study also identifies implementation challenges unique to both GBL and CLIL. The methodological approach includes a quasi-experimental design with a comprehensive assessment that comprises a pre-test, an immediate post-test, and a delayed post-test. The findings reveal that the experimental group, exposed to Minecraft, exhibits enhanced language acquisition performance compared to the control group in both post-tests, emphasizing the effectiveness of Minecraft as an educational tool. Moreover, the identification of challenges deviates from existing research on both GBL and CLIL, providing solutions and emphasizing the importance of a synergistic approach. The research intends to inspire further exploration into the dynamic intersection of GBL and CLIL, providing a foundation for educators and policymakers to enhance foreign language teaching.

Collocations are considered an indispensable part of vocabulary. Acquiring collocations is an easy process for native speakers of English, but it can be quite challenging for EFL learners (Bui, 2020). Despite collocation’s significance in SLA, collocations are still a neglected element in the teaching process even in the Greek educational context. DDL (DDL), an inductive teaching approach which uses corpora data, has received considerable attention over the last two decades as it facilitates vocabulary acquisition and boosts learners’ motivation by helping them to become autonomous and independent learners. However, far too little attention has been paid to the effects of DDL method in relation to collocation acquisition and learning in the Greek EFL context, especially in the secondary education. To this end, this thesis intends to shed light on the possible effectiveness of the integration of DDL method in the learning context of a Greek private English school in relation to collocation acquisition and learning as well as to explore the EFL learners’ perceptions on teaching of collocations and the DDL method. The present study investigates the data of fourteen students aged between 13 and 14 years old. The corpus-based activities are designed through a specialised corpus compiled by fantasyadventure movies/series subtitles. The findings indicate that DDL has helped significantly the EFL learners to learn and acquire collocations more efficiently, especially the lexical ones, as well as this study highlights the EFL learners’ positive attitude towards teaching of collocations and the DDL method. The current study offers insightful teaching implications regarding the use of DDL method in teaching of collocations among teenagers.

The aim of the present study was to investigate the grammatical and stylistic errors in the DELear learner corpus, which consists mainly of argumentative essays of 1st-year students at the Department of English Language and Literature of the Aristotle University of Thessaloniki. Additionally, the present study employs a holistic analysis by providing insights into the annotation process with three annotators of different L1 backgrounds (Greek, Italian). Using the CatMa software, 285 essays were error-tagged manually, based on a pre-defined annotation schema. Analyses of the most frequent error tags revealed errors of determiner use, noun number, prepositions, and parts of speech, with the overuse and omission of the definite article being the most prominent errors. In the domain of style, errors included complex and lengthy sentences that interfered with the intended meaning, peculiar phrases in the L2, avoidance of idiomatic usage, and the partial negative transfer of L1 expressions in the L2. Lastly, the statistical tests uncovered the negligible effect of the annotators’ L1 in the annotation process, implying that L1 background did not constitute a highly considerable parameter in the quantity of the annotations provided. The results revealed that although first-year students possess adequate grammatical and stylistic competence for argumentative writing, errors of grammar such as accurate determiner use, and preciseness and flexibility in the formation of style follow a non-linear rate of acquisition. As for the annotators’ language background, this seemed to play a role only in the explanation of L1-induced errors through the form of in-text comments, rather than the detection of the errors per se.

This study situates itself within the evolving landscape of language learning strategies, with a specific emphasis on comprehending the challenges associated with vocabulary acquisition among autistic EFL students. Additionally, this study endeavors to bridge a gap in the literature by investigating the relationship between Autism Spectrum Disorder (ASD) and foreign vocabulary acquisition. Drawing upon various cognitive theories, developmental theories and word-learning mechanisms, this research formulates a theoretical framework to guide the creation of foreign vocabulary activities. Based on the theoretical framework, a series of activities is designed, including social stories, sensory activities, memory and imitation games, to address the specific challenges faced by individuals with ASD in acquiring foreign language vocabulary. The study employs a mixed-methods approach, incorporating theoretical synthesis, instructional material development and practical approaches. A comprehensive review of the literature informs the theoretical framework, which involves principles of multi-sensory learning, scaffolding and social interaction. The activities are designed for potential application in educational settings. The findings of the study highlight the efficacy of the multi-modal approach in enhancing foreign language vocabulary acquisition in individuals with ASD. The activities designed address the unique cognitive and socio-cognitive challenges faced by individual with ASD. More specifically, the activities leverage the strengths, such as visual learning preferences, sensory processing abilities and imitation skills, resulting in potential enhancement of motivation, retention and comprehension of the target vocabulary. Moreover, the study identifies practical considerations and potential limitations, paving the way for future research to further refine and expand upon the developed materials.

The present thesis examines the various senses associated with the polysemous lexeme nous in Homeric and Classical Greek, adopting a synchronic and a diachronic perspective. Specifically, drawing upon the Principled Polysemy approach to lexical concepts (Tyler & Evans 2001, 2003; Evans 2004, 2005), I seek to establish the prototypical sense of nous and to explore its distinct senses in the two diachronic stages based on a set of criteria, i.e., the Meaning criterion, the Concept Elaboration criterion, and the Grammatical criterion. This approach has been used to investigate the polysemy of various categories of lexemes, such as prepositions (Tyler & Evans 2001; Shakhova & Tyler 2010) and nouns (Marmaridou 2010). For the purposes of the present study, I have extracted and analyzed 150 random tokens of the lexeme nous, 50 from Homeric Greek and 100 from Classical Greek, from various text types (epic poetry, tragedy, philosophy, comedy, rhetoric, history, poetry). The data were drawn from the Perseus digital library (http://www.perseus.tufts.edu/hopper/) and were annotated for a set of morphosyntactic (e.g. case, syntactic role, number of the lexeme nous, etc.) and semantic properties (e.g. the semantics of the verb with which nous collocates). Along with the corpus data, dictionaries were also employed as supplementary sources (e.g., Cunliffe 1924; Liddell & Scott 1996; Montanari 2015). The analysis reveals that while both periods share some senses, notable distinctions emerge. In Homeric Greek, nous encompasses a range of meanings, including ‘the seat of thoughts and feelings’ (with this meaning emerging as prototypical in both periods), ‘logical thinking’, ‘character’, ‘agentive’, and ‘object of thought’. However, as we transition to Classical Greek, ‘character’ is absent from our sample, but we do find a few intriguing additions such as ‘moving force of the universe’ and ‘attention’. These differences allow us to enrich the synchronic network constructed for Homeric Greek with the diachronic dimension, which takes into account the data from Classical Greek as well. Notably, as distinguishing between senses alone doesn’t account for the experiential connections among the various meanings, we show that incorporating cognitive mechanisms such as metaphor and metonymy into the Principled Polysemy framework enhances its descriptive power (see Marmaridou 2008; 2010). Finally, it turns out that the categorization of the senses found in the dictionary is not always consistent with the distinct senses that emerge from the Principled Polysemy approach.

Expressing abstract concepts using figurative language, such as metaphor or metonymy (either verbally or non-verbally) is very common. The present thesis dealt with the abstract concepts of time and depression. More specifically, the way depressive patients experience time, as well as how this experience changes for non-depressive people were examined. In order to do so, two types of figurative language, namely metaphor and hyperbole, were detected and analyzed, while Conceptual Metaphor Theory (CMT) by Lakoff and Johnson (1980) and the theory on hyperbole by Pena and Ruiz de Mendoza (2017) were used for the analysis accordingly.

This thesis will explore William Shakespeare’s late play, The Winter’s Tale (1611) and its 2015 adaptation into a novel, The Gap of Time: The Winter’s Tale Retold, by Jeanette Winterson. More specifically, it will attempt to trace within the cited texts representations of masculinity and femininity as they evolve over time, their interrelatedness with gender and sexuality, and their impact on identity politics as well as gender dynamics. These two broad categories will be delineated through the examination of the gender biases that distinguish the source material within a pronounced patriarchal society that claims authority over women often underpinned by violence. Winterson’s “cover version” (Winterson xvii) will then be assessed on the basis of its subversive potential regarding the source text’s gender assumptions in a contemporary context. To this end, I will discuss, first, the triangulation of desire and its effects on identity formation and gender hierarchies, and, second, the adoption narrative, what it suggests about gender roles within the family structure, and how Winterson transforms the adoptive experience into an incentive for personal reinvention. Finally, I will address the overall representation of masculinities and femininities in both works and attempt an interpretation of the underlying aims of each text in this respect. As analytical tools, I will be employing Linda Hutcheon’s, A Theory of Adaptation, and my viewpoint will be illuminated by feminist thought, particularly with regard to gender and sexuality.

The aim of this study was the assessment of the narratives of Russian-Greek and Turkish-Greek bilingual children from 5 to 9 years old. The assessment was conducted in the Greek language by using the Multilingual Assessment Tool of Narratives. The main attempt of this study was to demonstrate the bilingual effect in the bilinguals’ narratives of this age group. Moreover, the parents of the participants filled in a questionnaire by answering questions concerning theirs and their children’s linguistic, social and literacy background. In particular, the parents’ socioeconomic status was taken into consideration by counting their years of education and it was further analysed with the children’s performance. This analysis aimed to highlight any possible effects that the parents’ SES might have on the children’s narrative performance. Finally, external factors, such as the age of exposure to Greek, the linguistic input, its frequency and more, complemented the research with other important findings about bilingual children’s narrative performance and literacy.

The primary focus of this thesis is to explore how both Kay Adshead’s Animal (2003) and Lucy Prebble’s The Effect (2012), despite being written almost a decade apart, address one of the most ethically ambiguous twenty-first-century issues, namely the ramifications of experiments on human subjects for the development of new mind-altering pharmaceuticals. More specifically, the present thesis seeks to delineate the ways in which both plays dramatize how the identity, agency and autonomy of the subjects/participants in medical trials can be compromised through the restrictive forms of posthumanization prescribed by modern medicine. This thesis argues that the two plays highlight the bioethical transgressions and unjust power relations that can emerge in clinical trials. It also investigates how both plays explore the convergence of biopolitics with the development of new mind-altering drugs by global pharmaceutical corporations within the context of neoliberalism and advanced capitalism. Moreover, the two playwrights’ often-divergent approaches to the aforementioned concerns will be examined and analyzed. On the one hand, it will be argued that Kay Adshead’s Animal, written in 2003, incorporates elements of magic realism, which craft an unsettling dystopia, premised on the possibility of new pharmaceuticals transforming into chemical weapons. Τhis insertion of fantastical elements in the play will also be analyzed as the playwrights’ means of criticizing contemporary medicine’s perception of beings that deviate from strictly human categorization as beast-like aberrations in need of therapy. On the other hand, this thesis will also point out that Lucy Prebble’s The Effect, which premiered in 2012, when the human-technology interface had already become a much more tangible part of everyday reality, dramatizes these issues as grounded in contemporary times and employs more realistic characters and setting. It will also be argued that The Effect incorporates hopeful instances through affect and interconnectedness, which can function as an antidote to modern psychiatry’s totalizing view of subjects as fully controllable through the brain. To substantiate this analysis, Rosi Braidotti’s conceptualization of posthuman subjectivity, as presented primarily in her work The Posthuman (2013), will be utilized, with particular emphasis on examining the posthuman subject as both vulnerable to biopower, violence and control and as the site of resistance and ongoing transformation. Furthermore, to elucidate the present analysis, Michel Foucault’s ideas, as presented in his work The Birth of Biopolitics (2008), will be implemented, regarding the role of biopolitics and biopower in regulating human life and establishing social norms and categories which make vulnerable subjects susceptible to abuse and manipulation. Finally, the theoretical ground concerning the bioethical ambiguities and possible transgressions involved in medical trials will be substantiated through the recently published interdisciplinary volume Bioethics and the Posthumanities (2022). Ultimately this thesis illustrates how the aforementioned plays, which remain relatively underexplored, reveal a tendency in contemporary British drama through their attempt to provide answers to contemporary queries regarding the present and future reshaping of subjectivity through emerging posthumanizing technologies.

This past decade has seen an alarming rise of right neo-nationalism in the UK, following the prevalence of such an ideology in Europe and the other side of the Atlantic. This current, which reached its peak with the Brexit Referendum, forms a nexus of racist, sexist and homophobic discourses that marginalize those who deviate from the white, heterosexual, and privileged norm. In such an insufferable environment, feminist theory and activism have revived the concept of solidarity as a way to unite women against oppression. This dissertation explores how Black-British women‘s writings encapsulate and utilize the notions of solidarity and resistance, focusing particularly on Bernardine Evaristo‘s Girl, Woman, Other (2019) and Candice Carty-William‘s Queenie (2019). By shedding light on solidarity as a crossing of differences and a forging of constantly renegotiated communities through dialogical engagement among subjects, these novels cultivate an intersectional feminist understanding of solidarity, based on a shared vision of the good life. Both writings also highlight the political and performative aspect of solidarity encrypted in female bodies which claim physical and digital space and endorse daily acts of resistance. Finally, by highlighting the need for allyship and interconnectedness, the two novels also stand as narratives of resistance against a post-Brexit, neo-nationalist discourse that promotes cultural isolation and difference intolerance.

The present thesis explores the concept of trauma and its transmission across generations in Junot Diaz’s novel The Brief Wondrous Life of Oscar Wao (2007) and Ocean Vuong’s semi-autobiographical novel On Earth We’re Briefly Gorgeous (2019). Emphasis is placed on the role of the family as a source both of suffering and healing. Family in both novels offers the intimate context in which the macro-politics of belonging and difference are played out. The narratives trace the intergenerational transmission of trauma as well as its transmutation into a creative force. The selected novels illuminate the power of creative writing to reflect and transform the traumatic effects of historical legacies of imperialist violence and loss into narratives that acknowledge the suffering of minorities. This thesis offers a comparative analysis of the two selected novels and examines the ways in which Diaz and Vuong construct trauma narratives as a space for claiming visibility for minority groups and divergent personalities. In the literary texts I examine, the roots of the characters’ suffering are traced in the colonial past of the Dominican Republic and Vietnam respectively. They invite reflection upon the intergenerational transmission of trauma by presenting the powerful effects of the violent past into the present. In this way they show that temporal and spatial distance from the homeland does not erase the haunting memories of a history of violence. Nevertheless, I partly argue that both novels present the effort of the younger generation to break free from this cycle of violence. The potential of strong familial bonds and intimate relationships to counteract a legacy of violence and precarity is explored, alongside generic experimentation undertaken by the two authors.

The current thesis focuses on the discussion of two Young Adult Novels, Juliet Takes a Breath by Gabby Rivera published in 2016 and The Lesbiana’s Guide To Catholic School by Sonora Reyes published in 2022, and sheds light on the two main characters’ Latina identity and queer sexuality. The two protagonists, Juliet and Yami, are discriminated against on the basis of their race and sexuality and are therefore considered as unassimilated to the mainstream, predominantly white and heteronormative community. Multiple examples of racial and sexuality-related microaggressions, as defined by the Critical Race Theory, throughout both books showcase the two main characters’ intersectional oppression, while at the same time both characters are silenced since they are not given the chance to represent themselves, or raise their voices. However, the subaltern is able to talk in the intersectional, safe spaces they create for themselves, where the existence of multiple identities is treated with respect and equality. Finally, I argue that Young Adult novels are able to be used as material in education in order to combat racism and homophobia, as educational institutions are the first spaces where such systemic oppression can be dealt with.

The present study addresses the question whether Greek monolingual children aged 4 and 5 years old (39 participants) are able to interpret ambiguous pronouns in subject position by adopting a strategy similar to the one of adults and older children. As previous literature suggests, pronoun resolution is a complex mechanism that lies in the interface of syntax and discourse, as listeners must take into consideration both grammatical, syntactic and discourse features in order to decide on the most appropriate antecedent. In pro-drop languages such as Greek, null pronouns are most often interpreted to refer to a highly prominent entity, such as the matrix subject, in order to maintain topic continuity. On the other hand, overt pronouns are also allowed; a marked anaphoric expression that carries a topic shift property, as it is most preferably anchored to a less prominent antecedent; a matrix object. In an effort to investigate the interpretational strategies of Greek monolingual preschool – aged children of typical development, we administered an on-line self-paced picture verification task (Papadopoulou et al., 2015; Marinis., 2007) to test if children in that age are able to detect the presence or absence of topic shift properties and successfully employ them during interpretation. In particular, we manipulated the available antecedents as the task included referents in subject and object position along with an third, extra-sentential referent. Additionally, vocabulary knowledge was taken as a possible co-variant of children’s referential preferences through the administration of an off-line expressive vocabulary task (Vogindroukas et al., 2009). The results suggest that both 4 and 5 year olds exhibit a preference for linking the overt pronoun to the third, extra-sentential antecedent, indicating an incorporation of topic-shift features. On the other hand the lack of a distinct resolution pattern for the null pronoun by both groups implies an inability to fully integrate the discourse features of topic continuity and prominence. Yet, observations on listening times suggest an implicit sensitivity towards topic maintenance that seems to be established from the age of four. However, no effect of expressive vocabulary was found.

Bilingualism is a complex psychological and socio-cultural linguistic phenomenon that can be omnipresent all over the world. The present thesis investigated 12-14 year-old simultaneous or late successive bilingual and monolingual adolescents on expressive vocabulary abilities, first-order and second-order Theory of Mind (ToM) tasks, and on an irony comprehension task in Greek. The children that participated in the study consisted of 21 Greek monolinguals and 21 bilinguals, who were further divided into 14 Greek-Albanian bilinguals and 7 Greek-Arabic ones, all studying at the 2nd Multicultural Junior High School of Ioannina. As regards the expressive vocabulary in Greek, Vogindroukas, Protopapas and Sideridi’s (2009) expressive vocabulary test was used, in which children had to name the words depicted on the pictures. To test first-order ToM, the 'Sally-Anne Test' by Baron-Cohen, Leslie and Frith (1985) was used along with an unexpected content task, and in order to examine second-order ToM task, Astington, Pelletier and Homer’s (2002) task was applied, which tested adolescents’ ability to attribute second-order beliefs through two scenarios. The last test, concerning the comprehension of ironic and literal statements, was adapted from Saban-Bezalel, Dolfin, Laor, and Mashal’s (2019) irony comprehension task, and it consisted of comic-strips with small ironic and literal dialogues that adolescents had to identify. The results showed that monolinguals exhibited superior performance on vocabulary and second-order ToM task than bilinguals. In first-order ToM and irony comprehension tasks, monolinguals and bilinguals exhibited comparable performances. Also, comparing Greek-Albanian and Greek-Arabic populations, the former noted significantly higher scores than the latter only on vocabulary. Finally, vocabulary skills, second-order ToM, type of bilingualism, namely simultaneous, or late successive bilinguals, and the use of Greek at home predicted irony comprehension.

The present thesis combines cognitive linguistics and corpus linguistics and aims to investigate the “light emission” verbs in English (flash, gleam, sparkle, glitter, flicker) and in Modern Greek (αστράφτω, αναβοσβήνω, λάμπω, σπινθηροβολώ, τρεμοσβήνω) in terms of their semantic frames as well as the motivation underlying their semantic extensions and the usage patterns such as collocations, colligations, semantic preference, semantic prosody, and multiword expressions that appear in each one of them. Apart from literal uses, the study will focus on the figurative expressions and on the conceptual metaphors and/or metonymies that underlie the extended uses of the selected verbs in English and Modern Greek. To this end, a two-fold corpus-based methodology is applied. Firstly, we examine the English verbs of “light emission” with the use of English corpus (English Web Corpus, 2020 /Sketch Engine) and the same process is followed for their Greek counterparts (Greek Web Corpus, 2019/ Sketch Engine). Secondly, with the use of parallel corpora (Open Parallel CorpUs), we observe different translations in order to detect whether correspondences between Greek and English lexical sets exist. The study reveals similarities and differences at a conceptual and phraseological level. Although there are several studies that have analyzed different parts of speech with the use of electronic corpora, the current study is a contributive one because “light emission” verbs have not been explored before. In addition, its innovation lies in the complementary use of monolingual and parallel corpora for a comprehensive contrastive analysis. The data show that within lexical sets there are regular patterns in relation to frames, collocations and multiword expressions. On the contrary, across the lexical sets, there is a limited number of correspondences especially in the collocations and multiword expressions detected. However, English and Greek lexical items share the same motivation in some frames as well as the manner of light emission is quite similar to both of them. An interesting finding is the absence of Light movement frame across all the Greek lexical items.

The aim of the present dissertation was to study the use of mobile narratives in the EFL classroom. More particularly, the research questions pertain to the suitability of mobile narratives to help students to comprehend the L2 text and to research the profile of their users. It is worth to be pointed out that the central theme of the narratives was related to the history of the Jewish community of Thessaloniki, which was presented through literary and historical texts, while integrating the use of digital applications. In order to answer the previously mentioned research questions, three classes took place in the 1st experimental high school of Thessaloniki, while the data were analyzed based upon a questionnaire filled by the students, who took part in the study. The statistical analysis presented that mobile narratives constitute a necessary tool for the comprehension of the L2 text, while also presenting the personal profile of their users.

This thesis contributes to the flourishing interest – within Canadian studies, and N. American Studies more broadly – in Native land and environmental rights represented in literary works, as well as in the impact of environmental destruction on processes of Native Canadian identity negotiation. This thesis constitutes a comparative analysis of the novels Green Grass, Running Water (1993) and The Back of the Turtle (2014), written by Native Canadian author Thomas King. Focus is placed on explorations of what Rob Nixon has defined as “slow violence” and the complex interrelations that can be located in contemporary Native Canadian literature between identity, epistemic violence, environmental destruction and active struggle against capitalist appropriations of Native land. Nixon’s approach is employed in this research project in order to examine King’s critique against the capitalist appropriation of Native land which represents a form of slow violence. The thesis also examines forms of collective identification that are driven by proactive cultural reclamation, and appear favorable towards modifications of membership rules, and thus are open to potential redefinitions of Native belonging. This study explores how Thomas King’s two novels underline the dynamics of literature to discuss and to alert the reader to the potential further destruction of Indigenous spaces, and the subsequent impeachment of these peoples’ rights. Finally, this research project argues that King prioritizes in these two novels different forms of resistance against forms of slow and epistemic violence. More specifically, in Green Grass, Running Water, King highlights the significance of storytelling practices which draw on the mythical figures of the Trickster and the ‘Woman who Fell from the Sky’ as a source of inspiration for drastic change. On the other hand, the thesis demonstrates that in The Back of the Turtle King prioritizes the importance of human agency and responsibility against neo-imperial schemes which aim to appropriate Native land.

The present thesis critically engages with two novels produced by North American writers of Caribbean descent: namely, Dionne Brand’s In Another Place, Not Here and Shani Mootoo’s Valmiki’s Daughter. More specifically, it offers an intersectional reading of the ways in which queer sexualities re-orient approaches to identity and belonging. Given the spatial turn in literary studies and the fact that both novels take place partly or completely in the postcolonial Caribbean, this study discusses the characters’ homosexuality as complicating questions regarding national identity and cultural belonging. Drawing on intersectional theory, this project places emphasis on sexuality and the manifold identitarian (involving race, gender, class) and spatial factors that condition queer experience. Through a critical approach to Roderick A. Ferguson’s and Rinaldo Walcott’s theoretical works, the current research highlights the complex constructions of queer identities in the distinct Canadian and Caribbean contexts. In my critical reading of Brand’s and Mootoo’s novels, the interrelation of homosexuality and space is renegotiated. The queer experience of Brand’s and Mootoo’s protagonists opposes practices of heteronormativity and intersectional discrimination and invites a re-thinking of homosexuality as interlocking with various identitarian layers and dynamically affected by the characters’ locatedness.

The controversial profile of Vladimir Putin has been the source of interest of many researchers. This interest, though, has aggravated after the outbreak of the Russo-Ukrainian war which has caused a series of socio-political changes in the international arena. This thesis, in particular, analyzes three speeches delivered by Vladimir Putin after the outbreak of the war and detects the conceptual metaphors and metonymies used by him in order to construct scenarios that have a certain argumentative meaning. The method that was used for the detection of conceptual metaphors and metonymies was MIPVU. Furthermore, an analysis of political cartoons is included in which the conceptual metaphors and metonymies used form counter-scenarios that oppose the arguments proposed by Putin in his own speeches. The analysis provided through this thesis attempts to prove the dominant presence of cognitive tools used by Putin in order for him to achieve certain political motives. On the other hand, this thesis indicates the significance of counter-scenarios as defense mechanisms to the strategies adopted by political figures.

The aim of this Diploma Thesis is to provide a systematic overview of the conversation analytic concept of other-initiated repair in the Greek language. Other-initiated repair is one realization of the phenomenon of repair, which refers to “practices for dealing with problems or troubles in speaking, hearing or understanding the talk in conversation” (Schegloff, 2000, p. 207). It has been extensively studied in the literature, mainly for English, but also for other languages, over the last fifty years; nevertheless, few works have shed light on other-initiated repair in Greek. The turn that caused the trouble is known as the trouble source turn. The turn which delivers the repair is called the repair solution. Prior studies have shown that there are different ways of repair initiation (known as ‘weaker’ or ‘stronger’) depending on the different degree of the repair initiator’s understanding of the previous turn. The most prominently featured formats of other-initiated repair in the literature are three: open initiation formats, which comprise of interjections, the wh-question word equivalent of “what” and formulaic/ apologetic expressions; restricted initiation formats, which can include wh-question words, repetition of the prior turn (partial or full) or a combination of the above; and candidate understanding formats, which provide a possible solution to the trouble for (dis)confirmation from the interlocutor. In all of these cases, the repair sequence halts the progressivity of the conversation and looks back to the previous discourse in order to resolve a problem. The problem can range from linguistic (at the level of the words used) to cognitive (at the level of the thought conveyed); in the latter case, repair can function as a vehicle for disagreement. The methodological tools used in this study include the conversation analytic approach and Dingemanse et al.’s (2016) repair coding scheme, a tool designed from a pragmatic typology perspective, in order to compare the findings of this analysis with those of other languages. The analysis demonstrates that Greek has a lot of similarities in the way that repair initiation is formed, albeit with alterations to some words or phrases used for the initiation. The analysis provides a preliminary mapping of other-initiated repair forms and functions in Greek conversation and sheds light onto the comparative study of conversational structures in Greek and other languages.

The goal of this research project is to discuss the representation of the humanoid robot in two very recent novels, Machines Like Me (2019) by Ian McEwan and Klara and the Sun (2021) by Kazuo Ishiguro, and to examine the relationships that the two authors portray between human and machine characters. It also aims to explore the possible consequences that our coexistence with advanced anthropomorphic machines might have on human personal relationships and lives in general. To achieve that, I had to take into consideration aspects of the fictional portrayal of robots and the roles the authors assign to them, but to also engage with the technoscientific reality, since androids are existing and developing technological products, and the possibilities that the authors display might concern humanity’s near future. The two novels portray different human-machine relationships; McEwan’s Adam, who is characterized by autonomy combined with advanced and superior skills, intelligence and morality, proves to upset his owners’ personal lives, while Ishiguro’s Klara who is presented as an obedient and benevolent service robot, proves to be truly useful and harmless for her owners, and thus her relationship to them is one of genuine affection. Finally, this thesis concludes that although the two authors approach the theme of human-robot coexistence differently, their common goal is to illuminate the range of possibilities that the creation of such humanoids entails, and to invite the readers to reflect upon the responsibility that people have as consumers of highly intelligent and unpredictable technological products.

The present paper aims at examining the various senses associated with the antonymous adjectives mikros (‘small/little’) and megas (‘big/large’) in Classical Greek. Specifically, drawing on the behavioural profile (BP) approach adopted in several works with a focus on semantic relations such as polysemy, synonymy, and antonymy (see Divjak & Gries, 2006; Gries, 2006; 2010; Berez & Gries, 2009; Gries & Divjak, 2009; Divjak, 2010; Jansegers et al., 2015; among others), I aim to address the question as to how antonymy interacts with word senses. So far, most research on antonymy has concentrated on words or lemmata, rather than senses. This tendency is rooted in the broadly accepted idea that antonymy is a contrastive relation between words, established predominantly by the antonymous adjectives’ frequency of co-occurrence in the same context (see Charles & Miller, 1989; Justeson & Katz, 1991). Senses, however, are proved to be more revealing for antonymy, as shown in Sullivan (2012), and in the current study, we view antonymy through this lens. For the purposes of the present work, 1000 random examples in context were selected, 500 each of mikros and megas (the original extraction process yielded a total of 4487 instances), from five authors (Aristotle, Plato, Euripides, Demosthenes, and Herodotus), representing four different genres (philosophy, tragedy, oration, and history). The data were extracted from Perseus digital library (http://www.perseus.tufts.edu/hopper/) and each occurrence was annotated manually for a set of morphosyntactic (e.g., number and case of modified noun, presence of article of modified noun, PP modifier, etc.) and semantic criteria (e.g., adjective sense, animacy of modified noun, gender of modified noun, etc.). The statistical evaluation of the annotated data was performed using the R script BehavioralProfiles 1.01, written by Gries (Gries, personal communication; see also Levshina, 2015). In general, all statistical analyses and graphs were performed and created using the R statistical software package (R Core Team, 2015). Hierarchical agglomerative cluster analysis (HAC) for the current dataset reveals tight clusters between specific antonymous senses, i.e. the antonymous sense pairs for ‘volume’, ‘area size’, ‘mass size’, and ‘control’. I find, for instance, that the sense high ‘volume’ of the adjective megas and low ‘volume’ for the adjective mikros, cluster tightly together, denoting a higher similarity between the two antonymous senses, compared to other senses. However, equally tight clusters of synonymous senses also emerge, i.e. the sense pairs ‘length’ – ‘height’ and ‘importance’ – ‘intensity’. For instance, the senses ‘height’ and ‘length’ for the adjective megas also form a tight cluster, indicating higher similarity between the two synonymous senses, than with their antonyms. This points towards a more complicated relationship between senses and the parameters that organize them. The findings of the thesis are in line with Gries and Otani’s (2009) study on antonymous adjectives, who report that both synonymy and antonymy are parameters that interact with the clustering of words. Similarly, the present work reveals that the clustering of the senses is not due to a single semantic parameter, that is more important than others, but rather it is a result of a mixture of several significant factors. Overall, it shows that such semantic relations as synonymy and antonymy are not easy to put on a scale.

Blending is a word formation process where two words are combined, resulting in the loss of material or overlapping of one or two constituents. The present study investigates the blend formation in Greek in an experimental way. Specifically, I look into how two loanword constituents affect the process of blending in Greek. The parameters that are examined are syllabic length, stress placement, and coda-finality. Most recent research already conducted on Greek blends focuses on purely morphological or semantic properties of blends (Ralli & Xydopoulos 2012, Katsouda & Nakas 2013) overlooking the aspect of switch point location in the blends, as well as any phonotactic regulations that could be at play. Especially for Ralli & Xydopoulos (2012), blends that include constituents that remain intact in the formation are not considered blends, even though the researchers include sidirazo from CD and agorazo= to buy, to “buy a CD” as a legitimate blend. In this study I will try to explore whether Greek speakers make blends in a systematic way, whether they only prefer to cut material from one or two constituents, and how the nature of loanwords could interact with the blending mechanism. To investigate these issues I conducted an online, open-ended question experiment where 73 native speakers of Greek aged from 18-35 were asked to form novel blends based on carefully selected pairs that targeted syllabic length, stress patterns, and coda finality. The results showed that speakers choose to create blends systematically mostly by merging the initial part of the first word in the pair and the final part of the second word. Speakers chose to keep the syllabically longest word on the right edge, the stress pattern corresponded to the one of the second constituent in the pair, and they chose to create blends that contained a final coda. In general these results indicate that blending in Greek is in line with the rules of blending in other language such as English. Especially for Greek however, the way that Greek speakers chose to create blends could lead the discussion to other directions, namely the rising idea (Topintzi & Kainada 2012, Revithiadou et al. 2015, Kikiopoulou & Topintzi 2022) that Greek does in fact contain traits that are associated with right edge prominence. These have to do with the fact that speakers preferred the longest constituent on the right edge of the blend, the stress pattern that was more preferred was iambic, and codas were preferred over non-coda endings in the blends created. In general however, this study also shows that many Greek speakers - even in a blending experimental task – chose to create compounds instead, something that could indicate why the blending mechanism is not such a “popular” word formation mechanism.

The present study focuses on the use of the neuter grammatical gender in person reference in Greek spoken discourse. More specifically, it explores the linguistic choices of the members of a feminist activist group (in Thessaloniki, Greece) and their metalinguistic comments on language use. The use of the neuter grammatical gender is studied in the context of feminist language reform (Liddicoat, 2011; Pauwels, 2003) and of communities of practice (Eckert & McConnell-Ginet, 1992). The collection of data draws on the methodological tools of Linguistic Ethnography, namely fieldwork and semi-structured interviews (Copland & Creese, 2015). Data analysis is based on qualitative approaches, specifically content and thematic analysis, that shed light onto recurring patterns in the use of the neuter gender and the informants’ language attitudes and metalinguistic comments (Liebscher & Dailey-O’Cain, 2009, 2017; Braun & Clarke, 2006). The analysis shows that the neuter gender has become the default gender for person reference in this community, and it is mostly employed in address forms, in formal contexts, for the expression of emotions and evaluations as well as in neologisms. Its use is compared and juxtaposed to the use of the feminine and masculine gender showcasing that different grammatical genders serve different purposes and that informants are aware of the different implications each gender has. In their metalinguistic comments, the participants presented the neuter grammatical gender as a practical and economical tool achieving inclusivity and creating an environment of respect and safety and drew attention to gender, age, educational institutions and social media as factors influencing its use and degree of acceptance in the speech community.

Sound symbolism describes a non-arbitrary relationship between sounds and the particular meanings they express. It challenges the principle of the arbitrariness of the sign (Saussure, 1919), and it has remained a controversial topic in linguistic study until recently. Focusing on synesthetic sound symbolism, the present dissertation examines plosive consonants to uncover size symbolic patterns residing in four places of articulation (bilabial, alveolar, palatal, and velar) and voicing. Additionally, it explores whether the position of the plosive within the word affects the salience of size effects. Two questionnaires with nonce items were administered to two participant groups, (61 participants in total). The nonce items were disyllabic words (CVCV), containing either identical or alternating place of articulation and voicing in both plosives. Questionnaire 1 included a grading task, in which participants rated the items based on their perceived size. Questionnaire 2 placed the items in the relative context of a comparison, and participants were asked to choose the words evoking the larger image. The different contexts of each questionnaire lead to distinct results. Results suggested that plosive voicing contributed to larger size judgements in both questionnaires. Moreover, all voiceless plosives were judged as small, with the larger of those being the plosives [p] and [c], and the smallest, the plosives [t] and [k]. In the comparison task, palatal [c] was chosen as larger than all other plosives. Voicing in plosives occurring in initial syllables lead to more robust size effects compared to the second syllable. Lastly, the size of plosives of some places of articulation was differentiated when their position within the word was manipulated. Size symbolic patterns in Greek are indeed present and the variables of place of articulation, voicing, and position affect size judgements, as does the context in which words are presented.

Metaphors and metonymies are two conceptual mechanisms that have been pervasive in our everyday lives and are not just stylistic devices, as they were considered in the past. As human beings, we tend to unconsciously interpret meaning in terms of associations to embodied experiences. In recent years, there has been an interest in studying the use of metaphors and metonymies beyond the verbal medium, encompassing other non-verbal cues like gestures, pictures, movement, as well as music, paving, thus, the way for multimodal usages of the two aforementioned conceptual mechanisms. A common area of study in the cognitive framework is the use of multimodal metaphors and metonymies in the field of advertising, and how these figures of speech are adopted for marketing reasons in the advertising of products and services. The purpose of this study is to explore the multimodal use of metaphor and metonymy, and the ways in which these two mechanisms interact with each other in multimodal contexts, in the genre of advertising. Specifically, the analysis shall focus on a multitude of TV commercials and ads by The Coca Cola company across various cultures. Furthermore, the aim of this study is to focus on how different cultures approach metaphors and metonymies multimodally, based on specific conceptual frames. The choice of frames to be analyzed encompass festivities, where Christmas, Ramadan and the Chinese New Year enact a series of metaphorical and metonymic mappings. Another main tenet of the study is to examine the role of gender and how it is multimodally manifested via the interaction of metaphor and metonymy and shed light on whether particular brands are associated with a specific gendered target consumer audience.

The formation of an individual’s sense of self is greatly influenced by the environment in which they grow up; the environment itself is shaped by the forces of history, culture, and politics, to name but a few. These forces play a pivotal role in (re)shaping people’s identities. In The Nickel Boys: A Novel (2019) by Colson Whitehead, it is evident that the identity of the main African-American character is molded by the violence and oppression he experiences during the Jim Crow Era in the American South of the 1960s. Elwood Curtis is unjustly accused of a crime he did not commit and is imprisoned at a reform school where he learns first-hand what it means to be a black teenager in a southern American state. Similarly, in the autobiographical and partly historical book Between the World and Me (2015) by Ta-Nehisi Coates, the writer recounts to his son the struggles that a Black person goes through in a white-dominated world and makes visible the scars and trepidations left from such struggles and their mark on one’s sense of self. The goal of this thesis is to examine the formation of Black male identity as represented in the aforementioned works and to investigate the impact of (racial) violence and oppression on the African-American psyche. Relying on pertinent literary theory, this thesis endeavors to elucidate the several forms of violence and oppression as well as their impact on the black male protagonists, and their contribution to the formation of fragmented identities as depicted by the two African-American writers.

This thesis will examine the figure of the vampire as a nomadic creature and its constant transformation based on the behavioral and psychological impact of place and the role of the temporal context. More specifically, I will attempt to pinpoint the divergent depictions of the vampires featured in literary novels, building my study on the vampire’s ambivalent identity, as it is depicted both as a folkloric “product”, born by a cluster of specific values and morals, seemingly “tied” to a specific motherland but also – given their nomadic tendencies– as a creature which is forced to adapt to the personal and national disposition of each “topos” they choose to inhabit. For this purpose, I will be using popular gothic novels, featuring vampires, in order to investigate multiple approaches, regarding different types of vampiric nomadism, the growing power of the motherland over the creature, and, finally, the impact of time and space on its portrayal.

In the years after the Second World War the landscape of British children’s fantasy literature changed immensely in both literal and metaphorical ways with the early 1950s becoming a transitional moment concerning the representations of war, (national) identity and empire. The effects of globalization on life in Britain, felt mostly through the Empire, and the realization that being a child in Britain was already more like being a child in a global context rather than a child “at home” became an element of post-war fantasy. Taking this into account, the current dissertation will examine C.S. Lewis’ children’s portal-quest fantasy novels, The Chronicles of Narnia (1950-56) through the prism of postcolonial and ecocritical theory. More specifically, through detailed examination and analysis of contemporary (eco-)postcolonial theories – Paul Gilroy, Ian Baucom, Elleke Boehmer, Sara Ahmed, Alison Blunt and Robyn Dowling, Daphne M. Kutzer, Elizabeth DeLoughrey, George B. Handley and others – it becomes apparent that within the period of decolonization the construction of what is considered an affective home-space as well as the understanding and location of (British) national identity become contradictory and exist constantly in a state of negotiation. This dissertation will argue that the multiple heterotopic and fantastical spaces displayed within Lewis’ literary texts are linked to the very idea of British space, negotiating between an outward-facing, imperial Britain and a domestic one. Englishness is now being defined both in relation and opposition to Britishness and the very notion of the Empire the centrality of which is apparent in earlier children’s fantasy stories. This dissertation will also argue that there is a connection between Lewis’ imperialist and environmental visions. It will explore the ways in which Lewis’ works implicitly promote imperial exploration and control of distant lands; how his Edenic and idealized depictions of the fantasy natural world of Narnia nostalgically allude to the idea of “Deep” England, or England as hearth, and place it in binary opposition to the environments that are quintessentially non-white and non-English. In light of this and given the growing centrality of environmental issues in contemporary popular and political discourses, this study will focus especially on the type of environmentalism, and environmental stewardship the narratives promote to highlight the imperial and environmental themes that reverberate throughout Lewis’ stories. Taking these presuppositions into account, my readings will seek to address the relationship between the environmentality of the books and certain dominant imperial(ist) values through a postcolonial ecocritical approach, illustrating the way the representation of landscape in Lewis’ novels alludes to said imperial(ist) ideas, how and to what extent specific locales are experienced as valuable and distinct home-spaces, which groups of people significantly threaten those affective spaces (the figure of the “stranger” will be discussed more extensively) and who ultimately becomes the legitimate environmental (and national) ruler.

This thesis offers an analysis of two recently published and critically acclaimed Dominican American novels: Julia Alvarez’s Afterlife (2020) and Angie Cruz’s How Not to Drown in a Glass of Water (2022). This research examines questions of identity and belonging, both individual and collective. Diaspora and family are examined as interconnected, yet often conflicted, spaces within which questions of identity, autonomy and responsibility are negotiated. Emphasis is placed on (re)constructions of space and belonging by characters and the approach is intersectional. Both novels posit a world in crisis, where differences proliferate; within this world, a search for common humanity is sought but is also fraught. This research project is situated within the context of the current growing interest in Dominican American literature, and in American literature by writers of Caribbean descent. The current study is also situated within a renewed interest in literary geographies and spatial representation in the humanities. Latinx American literature has been the growing focus of critical and theoretical approaches as a result of the authors’ complex positioning within histories of imperialism, colonialism, and sustained sociocultural exclusion within the US context. This thesis focuses on questions of immigrant female experience and common points of interest are probed such as the fact that both novels have female protagonists who find themselves entering a more mature stage of life and face negotiations regarding identity and belonging. I propose a study of Dominican American identity within the US context by focusing on intersectionality, moral deliberations regarding responsibility and autonomy and how characters’ lives are (re)constituted in and through the spaces they traverse - be it internal or external spaces. This research project contributes to contemporary and ongoing discussions of US Latina literature in order to achieve a nuanced understanding of space, belonging and identity reconstruction within the context of contemporary 21st century worlds enmeshed in multifaceted crises.

This thesis will examine how the human body experiencing physical pain and mental trauma is contained and confined in space. In spaces of enclosure, the body in pain resorts to storytelling as a form of resistance against practices of surveillance and control. Through storytelling, the frail body and mind escape the boundedness of flesh and space as they become capable of inhabiting a multitude of other imaginary spaces despite their incarceration by force or disease. The plays chosen are Bedbound (2000) written and directed by Enda Walsh and The Pillowman (2003) written by Martin McDonagh. Bedbound, emphasizing on a family duet illustrates the ways in which the diseased body of Daughter is forced by Dad into quarantine, a state that absorbs him as well in ever-growing captivity. Likewise, McDonagh’s approach to pain, trauma and surveillance unfolds in the context of a totalitarian regime where a writer is interrogated because of the content of his stories which ominously narrate the child murders that disturb this nameless spatial context. In The Pillowman, physical pain and emotional trauma are embodied in the characters of Katurian and Michal who are isolated in separate interrogation and torture rooms, where a concrete sense of selfhood is challenged as excruciating memories are evoked by the walls that surround them. However, in both plays, pain and trauma are engulfed in the practice of storytelling as a means of a potential catharsis, or further wounding, a process that develops through the ritualistic repetition of scarring narratives. The characters’ enclosed ailing bodies and minds will be studied through Elaine Scarry’s influential work titled The Body in Pain: The Making and Unmaking of the World (1985). Her discussion of torture and the link she establishes between pain and imagination will be helpful in understanding the power relationships between torturer and tortured, and the major role of narratives as a coping mechanism for pain. Together with Scarry, Cathy Caruth’s Unclaimed Experience: Trauma, Narrative, and History (1996) will contribute to illustrate the defining role of mental trauma and its destructive interconnectedness with physical pain. Other works that will be major in the analysis of the role of space and the implementation of storytelling in the plays are Henri Lefebvre’s The Production of Space (1974) and Arthur Frank’s The Wounded Storyteller: Body, Illness, and Ethics (1995), respectively. Following these perspectives, this thesis aspires to offer insight into the spatial treatment of the suffering body and mind and underscore the significance, as well as problematics, of storytelling for these bodies as they exist in the plays by Walsh and McDonagh.

The benefits of employing literature in EFL education have long been acclaimed, and yet, limited effort is made to integrate it in Greek EFL classrooms. At the same time, the discussion around gender issues, such as gender roles, is barely touched upon in the Greek educational context. The aspiration of this postgraduate thesis is, therefore, to connect these two gaps identified in educational practice, in order to raise students’ awareness with regard to gender roles, while implicitly enhancing their English language knowledge and skills in the process. The present portfolio is a proposal of how to use literature in EFL education as a tool to explore the topic of gender roles and promote English language learning, in a way that can apply to the setting of a Greek public school in secondary education. A series of six lessons was created for this purpose, employing Jane Austen’s Pride and Prejudice as a basis to draw parallels between gender roles in early 19th century England and gender roles in contemporary society, through different engaging subtopics. In an effort to bring classic literature closer to modern-day students, the literary material is further embellished and delivered through a multiplicity of modes, like film and various digital media, while at the same time employing a variety of engaging activities that aim to promote communication, discussion, interaction, creativity, critical thinking, and introspection, all through contact with English literature and genuine contexts for using the English language.

The Arab American minority in the US has gained blatant visibility after the terrorist attacks of September 11, 2001. Their conspicuousness in the American culture is inextricably linked with the spread of prejudice, fear and suspicion. Arab Americans have found themselves in the crosshairs of profound political rhetoric and the circulation of divisive discourses that render them undesirable in the US after the September 11 events. This thesis explores two theatrical works that are underlined with political hue and which offer critical insight on the position of this minority group at dawn of the new century. The plays under investigation are Ayad Akhtar’s Disgraced (2015) and Rebeck and Gersten-Vassilaros’s Omnium Gatherum (2003). This thesis offers a discussion on the issue of identity of Arab Americans, Middle Easterners and Muslims by investigating the characters’ behavior though the scope of Stocchetti’s “politics of fear”. Also, their Otherness is discussed in relation to Sara Ahmed’s figure of the “stranger” (2000) and the diametrically opposed world that they seem to represent in relation to the US is read through Edward Said’s Orientalism (1978). The analysis of this thesis is structured around the idea that the characters in these works are trapped in an enduring “circle of violence” as it is elucidated by Stocchetti, as well as their exigency for “liberation”. This dissertation explores both the failure of the Middle Easterner, Muslim Other to escape this circuit of violence, war and conflict, as well as their success by suggesting love and compassion as an antidote to fear. Ultimately, it examines how the ethnic, religious, Arabic Other arises as a benevolent hero who aims at the prosperity and peace not only of the American nation, but of the whole world too. Keywords: Arab American minority, 9/11, Terrorism, Orientalism, Politics, Fear, Theatre, US.

The present thesis is an annotated translation from English into Greek of excerpts from the scientific article “Understanding the violent personality: antisocial personality disorder, psychopathy, & sociopathy” by Scott A. Johnson, expert in the field. In this article the author presents, distinguishes between, and discusses in detail the three main disorders, i.e., antisocial personality disorder, psychopathy, and sociopathy, related to violent personality traits. The text falls under the field of psychology-psychiatry but also features terminology from the field of law. The thesis includes a detailed presentation of the source text and the analysis of the target text based on the translation brief. Next follows the research of the terminology and phraseology used in this field and the alphabetical glossary of the terminology used in the text. These terms are documented on the basis of information gathered from print and digital sources as well as experts in the field. Finally, the thesis includes the English to Greek translation of the text and the analysis of the challenges and difficulties faced during the translation process.

The present thesis is an annotated localization from English into Greek of the webpage “Setting up a distributed hybrid cloud at the edge” from the website of the technology company IBM. The text includes instructions for deploying a hybrid cloud infrastructure and running applications at the edge environments of a company network with the use of IBM Cloud Satellite. The main text is also accompanied by images, hyperlinks and drop-down menus, as it is typically the case for hypertexts. The paper is structured in four main parts. In the first part, the concept of localization is examined, and the special subject is presented. The second part consists of the translation brief, the analysis of the characteristics of the source hypertext and the target hypertext, and their presentation opposite to each other. The third part includes the glossary, the terminology documentation of selected terms and the presentation of the methodology and the digital tools used. The fourth part touches upon the main language and technical difficulties encountered during the process and the conclusions reached regarding the localization of technology-related texts.

This thesis is an annotated translation from English into Greek of excerpts from the article "A Review of Current Trends with Type 2 Diabetes Epidemiology, Aetiology, Pathogenesis, Treatments and Future Perspectives" by Josh Reed, Stephen Bain and Venkateswarlu Kanamarlapudi. It is a scientific article that discusses various aspects and issues related to type 2 diabetes mellitus, for example epidemiology, pathogenesis, causes and treatment methods. According to the translation brief, the translation will be published in the journal "Hellenic Diabetological Chronicles", aiming to inform health experts about the disease while citing results of recent relevant research. The first section of the thesis discusses the extra-textual factors of the translation and the translation brief. In the second section there is a presentation of the source text in correspondence with the target text, while the glossary of terms is provided in the third section. The fourth section presents the detailed documentation of the terms with reference to the sources and the fifth section includes the terminological research. In the sixth section, the challenges that arose during the translation and their resolution are discussed. This is followed by the conclusion, and finally, the bibliography and appendix are provided.

The present thesis seeks to explore the interplay of pragmatics and audiovisual translation in the modern era of streaming television, and the possible ramifications of subtitling on identity construal. The character of Jessica Jones, a superhero-private investigator, and her distinct pragmalinguistic choices as regards im/politeness are discussed, and the official Greek subtitles for the series are examined. The main aim of this analysis is to determine whether specific elements of subtitling, like its spatiotemporal constraints and reading speed, as well as toning down of emotionally charged language, have an effect on elements of characterization expressed through language. The findings showed that the im/politeness choices of Jessica were transferred to the target language without significant changes and, consequently, no significant effect on characterization. However, this can largely be attributed to the fact that the reading speed limit was quite frequently exceeded, and condensation was not always a priority, as it usually is in subtitling. This raises some questions on whether viewing experience could be hindered. This thesis is an attempt to contribute to the ever-growing field of research in the interface of audiovisual translation and pragmatics, which remains rather limited (Desilla, 2019).

The present thesis is an annotated translation from English into Greek of excerpts from the article “Understanding chronic feelings of emptiness in borderline personality disorder: a qualitative study” by Caitlin E. Miller, Michelle L. Townsend and Brin F. S. Grenyer. The article presents the findings of a study regarding how people with borderline personality disorder experience chronic feelings of emptiness, as well as how these feelings are different from associated experiences, such as depression and hopelessness. This paper consists of the translation of the excerpts from the article from English into Greek, the glossary of the terms and their documentation, the presentation of the terminology research and documentation, and the analysis of some characteristic difficulties related to translation.

The present thesis is an annotated translation from English into Greek of an excerpt of a scientific article entitled "Risk factors for Alzheimer's disease" written by Richard A. Armstrong, a medical scientist. As a scientific article, the text makes use of complex terminology that refers to Alzheimer's disease but also borrows terms from fields such as dietetics, psychology, pathology, and biology. The article refers to the risk factors (genes, diet, Traumatic Brain Injury, etc.) that may contribute to the development of Alzheimer's disease and analysesthese factors by examining the possibility that they are indeed linked to the disease. The purpose of the article is to convey information and summarise a topic so that the reader can form an informed opinion. First and foremost, the paper consists of a theoretical part which analyzes the translation theory on which the translation was based, the translation brief and the strategies used during the translation process. The second and practical part of the thesis, consists of a matched translation of selected excerpts, followed by a glossary of the terms that were extracted from the article in alphabetical order based on their source language, and their documentation with reference to the sources used. This part is followed by a detailed description of the stages followed during the research, the difficulties encountered during the translation process and the research of the terminology, as well as the steps taken to resolve those difficulties. Finally, aim of the present thesis is to create a functional translation of the original text, taking into account the communicative situation, the text type and the purpose of the text.

The aim of this thesis is to present the annotated translation of a passage from "PARASSITI MINORI DELL’OLIVO REGIONE LIGURIA – Servizi alle Imprese Agricole e Florovivaismo. PRODUZIONE INTEGRATA, AMBITO OLIVICOLTURA, Marzo 2021" and the translation difficulties that will arise during the translation process. The reason for translating this particular passage is the interest aroused by the difficulty of the technical terms used in similar technical texts. Translating either literary texts or other genres is a challenge for the translator. Contrary to the translation of a literary text where the translator is invited to take into account many factors that will enable him to complete his task, in the translation of a non-literary text most terms are almost unambiguous. However, these challenges will help to the better preparation of those involved in the translation of technical texts, as well as to the preparation of future translators who will have technical translation as their subject.

The aim of the present thesis is the exploration of the use of drama techniques in the application of the theory of Communicative Language Teaching, the theory of Multiple Intelligences and the methodology of Task-Based Language Teaching. At the same time, the thesis aims at exploring how drama techniques can be used to enhance students’ empathy as well as how they can create a safe space for the discussion of sensitive social issues and, more specifically, various types of stereotypes. Initially, the theory upon which the design of the five ninety-minute sessions was based is presented. Subsequently, the context in which the lesson plans were implemented (the place, the time, the students etc.) and the teaching syllabus are presented. A detailed analysis of the practical application of each lesson plan and the students’ responses to each lesson follows.

This portfolio was designed for the needs of the sixth-grade learners in the English foreign classroom of a state primary school in Greece. The utilization of literature in English language teaching by implementing literary text relevant to students’ interests proved to be a powerful educational tool for the development of the students’ linguistic competences as well as personal growth. Meaningful conversations along with drama activities fostered students’ active engagement in the teaching and learning process and encouraged them to become aware of the significance of friendship, tolerance, respect and empathy in the creation and maintenance of healthy communities. Being acquainted with Roald Dahl’s The Twits through the realization of six 45-minute teaching sessions, the learners were encouraged to improve their communication skills by expressing their thoughts and feelings along with attending to or arguing about their peers’ opinions. Furthermore, the students were provided with the opportunity to exercise their critical thinking in order to comment on extracts selected from the specific children’s book or on visual material related to the themes of diversity and acceptance. On the whole, experiencing learning through Literature accompanied by interesting and pleasant activities, the students were impelled to recognize that education can be entertaining.

In this paper, I am going to consider the following two altered novels: A Humument: A treated Victorian novel (2016) by Tom Phillips and Tree of Codes (2010) by Jonathan Safran Foer which have modified their original and turned them into something entirely new suggesting in this way a new way of writing and reading that moves beyond the verbal medium. First, I will draw similarities and differences between the two novels and discuss the ways the medium or the different media used in the novels actually affect the reading experience and suggest a new way of approaching literature. Moreover, I will focus on the various techniques each author uses- such as fragmentation on many levels that exist both in terms of narrative structure and language, Foer's die-cut technique and Phillips' cut-and-paste method and intertextuality – that make each novel insists on its own materiality.

Τhis thesis is the annotated translation of selected extracts of the article "Shifting forensic science focus from means to purpose: A path forward for the discipline?" from English to Greek. It concerns the complexity of the subject of forensic science and the plurality of tools and methods applied worldwide. On the one hand, they enrich and strengthen the discipline; on the other hand, they threaten to some extent its continuity with disintegration. In order to avoid further fragmentation it is proposed to shift focus from means to purpose, while promoting interdisciplinary collaboration in order to obtain the best results that forensic research can offer.

This thesis embodies the translation from French into Greek of a specialised text and the analysis of the translation choices. The text is a legal article by Olivier Joop, published in Revue trimestrielle de droit europeen, a law review by the publisher Dalloz, in the first issue of 2021. The article in question is entitled ‘Guerre des cours ou dialogue de sourds ? : l'arret de la Cour constitutionnelle federale allemande relative au programme PSPP de la Banque centrale europeenne’ and it appears – not by coincidence – in the section Jurisprudences nationales interessant le droit de l'Union europeenne, as it comments on the much-debated decision 2 BvR 859/15 of the German Federal Constitutional Court (Bundesverfassungsgericht, BVerfG) of 5 May 2020. Originally, the same court had sent a request for a preliminary ruling to the Court of Justice of the European Union (CJEU), asking whether the European Central Bank (ECB) exceeded its mandate and violated European Union (EU) law with its Decision 2015/774 of 4 March 2015 on the programme to purchase public sector assets in secondary markets (PSPP, also known as ‘quantitative easing programme’). Subsequently, the CJEU, in its Weiss judgment of 11 December 2018, replied in the negative. Nonetheless, the BVerfG, did not side with the CJEU's response, holding, on the one hand, that the Weiss decision was ultra vires and thus the BVerfG was not obliged to take it into account, and on the other hand, all ECB decisions related to the quantitative easing programme to be invalid, at least as far as it concerns their validity in Germany. Therefore, the BVerfG blatantly questions the long enshrined, decades-old principle of the primacy of EU law and the role of the CJEU as the supreme interpreter in this area of law. The present work includes a substantiated account on how the legal terms were translated, the text-linguistic analysis of the source text, the methodology employed in the translation process, the analysis of the pragmatic, lexical, semantic and morphosyntactic issues that arose, as well as the translation.

The present paper is an annotated translation from German into Greek of excerpts from the scientific article “Kindersoldat*innen und Verantwortlichkeit fur Volkerrechtsverbrechen: Narrative, Ambivalenzen und Grenzen des Volkerstrafrechts” by Leonie Steinl. This excerpt deals with child soldiers who, after being involved in armed conflicts, flee or return to Germany, and the legal framework surrounding them. The paper is structured in four main parts. The first part deals with the theoretical framework and includes the textual analysis of the source text, its relation to the target text and the documentation of the translation strategy. In the second part, the translation is presented in correspondence with the original, followed by the terminological documentation and the analysis of the translation problems. The aim is “to produce a functional and semantically correct translation” which is based on appropriate documentation of terminology and phraseology in both the source and target languages.

The aim of this master thesis is the annotated translation from English into Greek of excerpts from the book "Bad Bug Book" published by the Food and Drug Administration of the United States of America (FDA). The text is a manual of pathogenic microorganisms and natural toxins that cause foodborne illnesses. It contains detailed scientific information on the major pathogens that cause these types of illnesses, while a separate box "For Consumers" in each chapter provides concise information about the organisms in a simpler style, using some elements of popular science. This paper includes the translation of the excerpts, while it also presents a detailed terminological documentation of the most important terms. Finally, the thesis carries out a linguistic analysis of the source text and discusses the difficulties and translation dilemmas that arose during the translation process.

The present master’s thesis is an annotated translation from English into Greek of excerpts from the sixth chapter of the book "Language Disorders from Infancy through Adolescence" (4th edition) by Rhea Paul and Courtenay F. Norbury. Language disorders as well as assessment and intervention in the prelinguistic period are discussed in the excerpts in question. The aim of the paper is to provide the translation and the terms extracted from the text along with their documentation and, also, to present the research conducted and analyze the challenges encountered during the translation process.

The aim of the present thesis was to study the sociological aspect of conference interpreting in the free market of Greece. In the first part, we studied the differences between translation and interpreting. Furthermore, we referred to different sociological theories and studies with an emphasis on that of Pierre Bourdieu. We were particularly interested in the role of interacting agents in the field of conference interpreting. Finally, a key element in the present study was the interpersonal role of the interpreter as an acting agent, as a mediator to achieve communication, as well as the way in which the interpreters perceive their own role and how their behavior and choices are part of a complex process. Last but not least, we were particularly interested in the role of interacting agents in the field of conference interpreting. Τhe abovementioned concerns were studied thoroughly through the interview we took from two accomplished freelance conference interpreters in the Greek market.

This paper is an annotated translation from English into Greek of excerpts from the article entitled “Sex- or Gender-specific Differences in the Clinical Presentation, Outcome, and Treatment of SARS-CoV-2” published in the journal “Clinical Therapeutics”. The purpose of the article is to describe the differences between men and women in terms of the clinical presentation, treatment, and outcome of SARS-CoV-2 infection. These differences are examined in terms of both biological sex and gender. In the first section of the paper, a linguistic and textual analysis of the source text is carried out. Furthermore, the reasons that led to the choice of this particular article are analyzed, which mainly concern its interdisciplinary nature, since medical terms and terms from the field of gender studies coexist in the text. The translation of the excerpts is then provided, followed by a glossary of terms and their documentation. Finally, the main problems encountered during the translation process are presented.

Highlighting the importance of literature in the EFL setting is what this portfolio primarily focuses on, taking into account its numerous benefits. In detail, it is designed to contribute to students’ personal growth, boost creativity and imagination, promote critical thinking and active participation, offer an alternative learning experience and ultimately foster language acquisition. For this reason, Roald Dahl’s The Witches was selected and five teaching sessions were designed to draw attention to the issue of the generation gap and how adults and teenagers can find ways to overcome their differences. These lessons proved to be very constructive as learners understood the use of the word witch as a metaphor for power and authority, created their own imaginary witches, made personal connections, reflected on the differences between adults and teenagers and used logical arguments to deal with conflicts. Most importantly, they realized that learning can be both entertaining and relevant to their own personal interests.

The current dissertation focuses on how the use of digital tools can help revive a classic literary novel, that of Louisa May Alcott’s Little Women (1868), within the contemporary EFL classroom setting of Greek adolescent students of a B2 CEFR level of English. Laying out a rich pool of historical information about the American social, political, and cultural reality of the mid-nineteenth century, the novel allows contemporary students to examine, evaluate and compare it with their present-day experiences. To ensure even attention between the traditional and the new media literacy skills, the project draws on the principles of Henry Jenkins’ Participatory Culture and proposes the construction of participatory environments of learning. Two lesson plans have been designed and implemented in an EFL class of the second grade of a public Junior-high school, demonstrating how Alcott’s novel can be explored from two thematic angles, that of “The Young Generation” and “Gender Roles.” To facilitate better learning outcomes, a much shorter adaptation of the original classic novel has been employed in the context of the present dissertation; however excerpts from the original text have also been infused in the activities. Purporting that the educational benefits of mingling classic literature with digital technology are manifold, the dissertation supports that the proposed lesson plans that can be found in the Appendix of this project can be effectively incorporated in an EFL learning curriculum or furnish ideas for future use of classic literature in the EFL classrooms

The aim of the present thesis was to examine the comprehension of two prosodic functions: syntactic and affective, in speakers of Greek. In regards to syntactic prosody, the aim was to investigate whether prosodic cues contribute to sentence disambiguation and to find out whether there is a preference towards a specific construction in subject-object ambiguous sentences. Another issue addressed is whether sentence disambiguation is affected by the degree of exposure to the language. The issue was investigated by means of an experimental task that examined the comprehension of subject-object ambiguous constructions based on variations in intonation, pitch and distribution of pauses. Performances of three groups of participants: a) native speakers, b) bilinguals and c) L2 learners were measured and groups were compared with each other in accuracy and reaction times. The overall results revealed sensitivity toward prosodic cues. While native speakers and bilinguals displayed similar accuracy scores and RTs, L2 learners were faced with more difficulties especially in the subject conditions. Overall participants displayed a tendency towards object structures. Regarding affective prosody the aim was to see if the recognition of emotions is related to the degree of exposure to Greek and if certain emotions are recognized easier than others. This was investigated with an affective prosody comprehension task examining the comprehension of six basic emotions and neutrality. Overall results demonstrated that L2 learners had statistically significant lower accuracy scores compared to the two other groups and that the emotion of disgust was the least recognized.

Starting from Paulo Freire’s concept of Critical Pedagogy and combining it with Augusto Boal’s drama education in the Theatre of the Oppressed (TO), a series of Forum Theatre sessions were designed for the current project. Forum Theatre, as an art form, can be used in the educational context to cultivate students’ consciousness on social issues involving oppression and encourage them to induce social change. The Forum Theatre interventions were implemented with students at a Greek Experimental Primary School during their English as a Second Language (ESL) classes. The lessons addressed the issue of school bullying which is a form of oppression that young learners are familiarised with. The conceptualization of the lessons has both linguistic and social empowerment objectives. It is expected that the application of Boal’s dramatic techniques will improve students’ interaction in the second language (L2), cultivate their empathy, promote effective collaboration with their peers, and contribute to their problem-solving skills

This dissertation proposes two scenarios for the introduction of YA literature to teenagers in the English as a Foreign Language (EFL) classroom through the use of digital tools and the creation of digital games. The two YA books that are studied in the present dissertation are Rick Riordan’s Lightning Thief (2006) as part of the Percy Jackson & the Olympians series and Ransom Riggs’ Miss Peregrine’s Home for Peculiar Children (2011) as part of Miss Peregrine's Peculiar Children series. Examples are provided in the dissertation about how students can engage with these literary texts through the use of online platforms and digital tools. For Riordan’s Lightning Thief, a webquest was created, which can give students the opportunity to develop their participatory skills and engage with the text in a productive and creative way. For Riggs’ Miss Peregrine’s Home for Peculiar Children, a digital escape game was created, which can allow students to engage with the text in a fun and interactive way. A lesson plan was also provided for each one of the literature cases examined. The lesson plans and the digital games created were implemented at the 1st Experimental Middle School of Thessaloniki. The two student groups that participated in the in-class practice (B2 for the webquest and C2 for the escape game), as well as their teacher, shared their feedback through a google form that had been specially designed for the purposes of the two classes offered. The observations offered are discussed and evaluated in the current dissertation. The main purpose behind the proposed project is to highlight how students can explore YA literature through a new medium in a way that promotes English language learning while being relevant to their own reality, needs, and interests

The incorporation of literature in the EFL classroom, though highly beneficial, is seriously underestimated in the Greek educational context. At the same time, the study or discussion of various gender issues, such as the gender stereotypes, are not included in the primary school textbooks. For the creation of this postgraduate thesis, a series of three two-hour lessons were conducted in the sixth grade of the 3rd Experimental Primary School of Evosmos in Thessaloniki. The novel Little Women, by Louisa May Alcott, was employed as a source for investigating gender stereotypes in 19th-century America and for encouraging learners to draw parallels with the contemporary world. The lessons incorporated various creative writing and drama activities, as well as discussions, a close-analysis of some parts of the text and the creation of posters. The implementation of the lessons in the classroom was proved highly advantageous for the learners’ personal growth, who gained a more complete and comprehensive understanding of gender stereotypes, while at the same time, they developed their language skills, inference abilities, critical thinking and creativity

This portfolio highlights the benefits of integrating digital media into the EFL classroom but it also investigates the role as well as the advantages of incorporating literature. It proposes the development of an ELT coursebook which embodies the use of both technology and literature within the communicative and learner-centered frameworks of TBLT and CLIL, while catering for the promotion of 21st Century Skills. The coursebook is composed of two units and an additional literature section. The purpose of this coursebook is to propose an alternative to the current material designing practices by adopting a holistic approach as regards the English language teaching practice. The paper starts by demonstrating the underlying philosophy of teaching behind the choices being made for the implementation of this coursebook. It, then, moves on to elucidate and justify the incorporation of digital media in conjunction with the use of literature within the TBLT and CLIL framework. After that, it demonstrates the overall course syllabi, and delineates the particular learning objectives and outcomes of each lesson included in the coursebook. Finally, the thesis ends by touching upon some limitations of this proposal, and generally reflecting on the paper

In the framework of the Interdepartmental Postgraduates Studies Program in the field of translation an annotated translation from German into Greek was completed. The book Europe does not need the Euro by German economist Thilo Sarrazin was chosen. The choice of the book was made regarding its timeliness at that time because it advocated against the European monetary union. The aim of the annotated translation was to present an as far as possible precise translation of the original text and to translate some German terms into Greek. Furthermore those terms were documented and the translation difficulties were presented.

The purpose of this thesis is to approach the profession of the interpreter from a sociological point of view, based on Pierre Bourdieu’s field theory, through semi-structured interviews of professional interpreters. The interviews are divided into three main parts: the interpreter's relationship with the profession, the profession as such, and the interaction with other agents in the field of interpretation. Both interviewees work as freelance interpreters for the institutions of the European Union and teach at the course of Conference Interpreting. Throughout their long career, they talk about how interpreting has changed over the years, how it has adapted to the new conditions of the pandemic and how they think it will evolve in the future. From their stories we see how demanding the profession is but nevertheless considered an automated process by the general public.

The purpose of this thesis was to examine a case study on the didactics of community interpreting. Due to the great arrival of migrants and refugees in Greece, but also internationally, we wanted to know what trainers choose to impart to community interpreters, what are the challenges, and whether their work, the skills they must have, their working conditions, etc. differ compared to conference interpreters. We described the theoretical framework of the sociology of interpretation and then the profile of interpreters as acting subjects in their workplace. We conducted two interviews and analysed them based on the research questions formulated. Finally, we mentioned everything we discovered, citing pieces from the international and domestic literature on the issues raised.

The paper attempts to research the field of interpreting in the Greek-speaking area from the perspective of interpreters and focuses on the perception of new professionals regarding the first stages of their career, the interactions in the field as well as the process of professionalization. The focus lies on professional interpreters who were interviewed. It is discussing the sociological approach to interpreting, summarizing Bourdieu's sociological theory, and focusing on Tseng's sociological model of professionalization of interpreting. This is followed by a description of the research methodology, the research material, the method of collecting and analyzing the material and the analysis of the interviews. Finally, the central findings of the research are summarized, and conclusions are drawn.

The present thesis aims to highlight the interpreting profession through the recording of personal experiences narrated by professional interpreters in the context of interviews and is oriented towards the didactics of interpreting. Based on a sociological approach of interpreting, the main objective of the interviews was to understand the process behind the outcome of interpreting, to explore the importance of teaching interpreting and to acknowledge the role of interpreters, who, even today, are characterized by obscurity. Therefore, it was deemed essential to focus on the path of the participating interpreters towards choosing the profession of interpreting as well as their subsequent development in the field.

The dissertation focuses on Henry Jenkins’ Participatory Culture New Media skills, as these are analyzed in his study Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (2009), with emphasis placed on the EFL classroom. In particular, within the context of participatory culture, learners are expected to draw on their traditional literacy skills while getting a greater exposure to new media research and critical analysis skills. With attention paid to both print and electronic literary practices, I plan to resort to a particular text as a case study, that of L. Frank Baum’s The Wizard of Oz (1900), with the aim of showing how knowledge from a particular text can be distributed to an online platform and tools in an effort to promote English language learning while enabling learners to become competent new media users. In my analysis, I will be discussing the opportunities digital tools offer for creativity and engagement with literary material. In addition, I will discuss how the new media skills and competencies proposed by Henry Jenkins can help the teacher boost collaborative learning. Hopefully, the suggestions made will shed light on the difficulties or challenges a teacher might face when designing a technology-assisted literature class with the aim of building the learners’ English language competence. This particular dissertation is drawing on experience coming from the researcher’s own classes of 12-year- old elementary school students.

Following the gay and lesbian scenes’ internalization of ableist beauty ideals that further marginalize their fellow queer-crips as genderless and asexual, I reformulate McRuer’s compulsory able-bodied heterosexuality from his crip theory in compulsory able-bodied gay sexuality and compulsory able-bodied lesbian sexuality respectively. As part of my thesis, I will examine four contemporary American life-writing texts, the books Body, Remember (1997) and I’m Special (2015) by gay crip writers Kenny Fries and Ryan O’Connell accordingly and the short-stories “Inside/Outside” (1998) and “Stones in My Pockets, Stones in my Heart” (1996) by lesbian crip writers Julia “Dolphin” Trahan and Eli Clare respectively. As part of Fries and O’Connell’s books, I will examine their cripping of hypermasculinity, sexual promiscuity, bareback culture and homonormativity, while in Trahan and Clare’s short stories I will analyze their cripping of the traditional lesbian soft butch and butch categories respectively. In all four literary examples emphasis will be placed on the connection of the queer-crips’ cripping with gender and sexual performance as a means to presenting the queer-crip body as equally sexual, erotic and desirable as their able-bodied queer counterparts.

The objectives of the present study are directed towards the exploration of palatalization in Standard Modern Greek, presented in the Athenian dialect, and dialectal speech, presented by the Cretan and Peloponnesian dialects. The first objective is to examine nasal and lateral realizations and their palatalized allophonic variations followed by all Greek vowel sounds. The F1, F2, F3 formants and the relative duration of the nasals and laterals will be examined in terms of whether they are affected by dialect, the vowel context following them, the stress condition of the syllable and the position in which they may occur in a word structure. The second aim is to test whether the non-palatalized sounds are affected in the same way when preceded and followed by the same vowel context. This study analyses data recorded from 9 female speakers (3 of each dialectal group) in spontaneous speech context. The analyzed data consisted of realizations of /n/ and /l/ as well as their palatalized allophones produced in everyday speech. The Cretan and Peloponnesian dialects presented more palatalized allophones than the Athenian dialect. The /n/ and /l/ realizations of Standard Modern Greek and those occurring in dialectal speech do not present the same values and are not affected by the same variables.

The constant changes in needs as regards language teaching, along with the emergence of new teaching approaches and practices, stress the need to reconsider the coursebooks used in Greek primary schools. Up to this point, language teaching and learning at schools is based on developing language skills, while others such as social skills and students’ creativity are neglected, since most of the material taught is based on the EFL book. What this thesis aims to do, is to shift from focus on language skills and explain why it is important to take other factors into consideration as regards teaching as well as to suggest supplementary materials for a Greek EFL classroom. More specifically, new supplementary material will be developed, with respect to the already existing curriculum of the 4th grade’s EFL book. This new material will be composed of multiple activities both digital and non-digital, based on each unit’s topic and language objectives. The rationale behind the development of the activities rests in incorporating gamification elements and online tools in the teaching procedure. At the same time, emphasis is placed on cultivating students’ social skills, following the framework of participatory culture theory (Jenkins). Student motivation and engagement define the teaching and learning procedure. Moreover, it is my intention to explain why it is important to reinforce students’ creativity in the EFL classroom.

As teachers of the humanities, we stand in a critical position to educate our students about social issues and help them into becoming sensitive, responsible, and active citizens. One such issue that is surprisingly underdiscussed in education is gender-based violence, which stems from stereotypes that have marked our culture and are deeply rooted in it. Based on the theory of Feminist Pedagogy, I propose in this thesis a course of 8 EFL and literature lessons, designed for students in the 2nd or 3rd year of High School, of a B2 CEFR level of English. Throughout the proposed lessons, students study Charles Perrault’s fairytale “Bluebeard” along with the illustrations of Emily Carroll’s graphic short story “A Lady’s Hands Are Cold”. They explore the story through drama and experiential activities, so the potential of literature is fully exploited. The aim of the course is to sensitize students towards gender stereotypes, invite them to reflect on the power dynamics between the male and female characters and produce their own variations of the narrative by challenging stereotypical attitudes on masculinity and femininity.

Even though Cypriot Greek (CG) is considered a close dialectal variety of Standard Modern Greek (SMG), it seems that the manifestation of when-clauses in CG differs from SMG considerably. In SMG, it is primarily the temporal conjunction otan (‘when’), that has been extensively studied in the literature (Lambropoulou, 2003; Mitsaina, 2006). According to the literature, otan seems to involve both temporal and non-temporal aspects of meaning, including notions of causality and conditionality. In the case of CG, the temporal conjunction otan may be used by CG speakers occasionally; however, the majority of the speakers use the conjunction aman, yielding the so called aman-clauses as equivalent to when-clauses. Data from young CG speakers suggest that aman can also have both temporal and non-temporal interpretations, similar to SMG otan. At the same time, the data suggest that CG aman seems to share a number of similarities with SMG conjunction ama. This dissertation will deal with the examination of temporal clauses in Cypriot Greek, focusing on the use of aman-clauses. Data are collected from Messenger, an online messaging platform developed by Facebook Inc. The overall aim is to explore their syntactic and semantic properties as well as pragmatic functions. The main results of this study point towards the existence of temporal, nontemporal and atemporal connotations by the use of the conjunction aman in the variety. In comparison to English when-clauses and MG otan-clauses and ama-clauses, CG aman-clauses share a lot of similarities with the former two, but seem to be almost ‘identical’ with the conjunction ama in MG.

This MA thesis will explore the theme of revenge and its interface with both the religious and judicial mores of Early Modern England, through the prism of two seminal plays: Thomas Kyd’s The Spanish Tragedy (1587), and William Shakespeare’s The Tempest (1611). Drawing on sixteenth and seventeenth century sermons and treatises on revenge will demonstrate that private revenge was frowned upon and relegated to the divine authority of God, while at the same time, the retributive character of the emerging and complex legal system of Elizabethan England promoted spectacle-like executions. Regarding religion, in both plays the Christian background is enriched with pagan characteristics such as the Underworld in The Spanish Tragedy and magic in The Tempest, mainly in order to create a world that can allow private revenge. Revenge is also an integral part of the judicial system, but only in the hands of the official law and its representatives or God. In both plays, revenge is pursued only when legal redress proves inadequate or impossible and this legitimises it in the eyes of the spectator/reader. The avengers, Hieronimo and Prospero respectively, in order to cure their state of melancholy and powerlessness, venture into private revenge, thus taking the place of God and the legal system and manifesting the image of a new individual, one that is active and fearless. This thesis will illustrate the motives and actions of revenge undertaken by the avengers which lead to a state of order or disorder at the end of the plays.

The COVID-19 pandemic has resulted in a radical increase in the use of face masks as a protective measure against the virus all over the world. Facial concealment has been accused of obstructing the production of speech and, therefore, the perception by listeners, making, in this way, the communication more difficult. In this study, we explore the effect of the two main masks used against the spread of the pandemic (the surgical mask and the cloth mask) on the acoustic properties of Greek nasals and voiceless fricatives. We also examine whether there is a difference in the way the two face masks affect the speech production. The sounds are produced by eight speakers of both genders and are examined in three-syllable words in onset and medial position, stressed and unstressed condition and in different vowel environments. The results showed that the facewear had a greater effect on the non-sibilant fricatives and especially their intensity, while the nasals were barely affected. Between the two facemasks, it was proven that the cloth mask affected the production to a greater extent. In addition, besides the sound absorption, the increased vocal effort and the speakers’ behavior towards the face masks played a significant role in the results.

This MA thesis compares and contrasts selected texts by British poets Thomas Chatterton and John Keats in order to explore how the two writers represent the past. Both Chatterton and Keats produced medievalist poetry which seems to align itself with the idea that history can be (re)constructed in the hands of the poet. Chatterton is famous for creating his own medieval persona, a fifteenth-century Bristolian monk named Thomas Rowley, whose supposedly original manuscripts caused an extended controversy. A number of Rowleyan writings, such as Bristowe Tragedie: Or the Dethe of Syr Charles Bawdin (1772), “Elinoure and Juga” (1769), “Songe toe Ella” (1777), as well as non-Rowleyan works, for example “The Romaunte of the Cnyghte” and its modernised version (1777), are characterised by romance elements which Chatterton utilises in order to (re)imagine and at times challenge heroism and honour through irony. Keats wrote at the height of Medievalism and produced narrative romances such as Isabella; Or, the Pot of Basil (1820), The Eve of St Agnes (1820), as well as the ballad “La Belle Dame sans Merci” (1820). These texts envision a dark and ruthless medieval world, but also reconstruct history through symbolic terms, thus reflecting on their genre as romances/ballads per se. This thesis argues that Chatterton and Keats’s medievalist writings can be related since both poets explore the stimulating link between history and literature by producing poetry which bears historiographical elements and by offering their own subversive accounts of history.

Smoking is known to affect voice health. Many studies have examined the voice quality of male and female adult smokers and non-smokers. Some studies have studied the acoustic parameters of the voice such as the fundamental frequency (F0), shimmer and jitter, HNR and NHR parameters, maximum phonation time, and F0 range. Moreover, some studies have employed the Voice Handicap Index and the Dysphonia Severity Index methodologies. Up until now, the studies exploring the aforementioned acoustic parameters and methodologies on Greek speakers are limited. The aim of the present thesis was to shed some light on smoking-related differences in Greek adults. Twenty-seven people, fourteen males and thirteen females with ages ranging from 25 to 38 were recruited for this study. Initially, the participants were asked to complete the adapted and standardized version of VHI in Greek. Then, data for selected acoustic parameters were obtained from six different phonatory tasks: (1) sustained vowel /a/ at a comfortable tone and loudness, (2) oral reading, (3) sustained vowel /a/ as quietly as possible, (4) spontaneous speech, (5) sustained vowel /a/ as loudly as possible, and (6) going up in scale using the vowel /a/ from their lowest pitch level until they reached their highest pitch level. The results of this research revealed a tendency for lower scores in total VHI for the smoker than non-smoker population, but not statistically significant. Significant differences were found in the F0 parameter in the female population as far as oral reading and spontaneous speech are concerned. Moreover, F0high was significantly higher in female non-smokers than in smokers. There were no statistically significant changes for the MPT, jitter and shimmer, HNR and NHR, and intensity parameters in smokers and non-smokers for both male and female populations. Yet, tendencies for shorter MPT scores in female smokers, higher jitter levels in smokers as far as oral reading is concerned, lower HNR values in the female smokers, and higher intensity levels in male smokers than male-non-smokers were found. Finally, insignificant were the DSI scores in smokers and non-smokers for both male and female participants. The findings suggest that tobacco use can have an impact on the voice of young adults. Further research is needed to review the effects of smoking and the applicability of VHI and DSI on evaluating certain acoustic parameters in the phonation of smokers.

“My only real insight in writing the show was that all of the problems, paradoxes, and fights at the present of the Founding [of America] are still here; that’s how I was able to write about them,” says Lin-Manuel Miranda in an interview for Entertainment! Tonight channel about his play Hamilton: An American Musical (2015) that turned into a Broadway sensation. This theatrical piece brings on stage the life of the first Secretary of Treasury and Founding Father of the United States, Alexander Hamilton, through the unexpected medium of hip-hop/rap music, and explores the issues that emerged after the Founding Fathers embarked on uncharted waters by establishing a new nation. Hamilton has proved to be more relevant than ever in 21st century America as the same issues still dichotomize the American population. As a matter of fact, one of the reasons that account for Hamilton’s success appears to be its timelessness and timeliness. Miranda adds that “Because [Hamilton] deals with issues at the root, it’s always going to be relevant in some form.” The aim of this thesis is to argue that Hamilton sheds light on the fact that the same pressing sociopolitical issues of the 1770s-1800s, namely the subject of race, immigration, the very definition of the American Dream, political demagoguery, and the phenomenon of gun violence, resonate in contemporary America. The thesis will focus on the historical context of both periods and the ways that Hamilton comments on the aforementioned issues.

The present postgraduate thesis is an annotated translation from English to Greek of the chapter “Our Bodies, Ourselves: Reproductive Rights”, as well as an excerpt of the chapter “Visionary Feminism” from the book Feminism is for Everybody: Passionate Politics by bell hooks. The translated excerpts offer an analysis of women’s struggle for reproductive rights, while presenting feminism’s role in achieving gender equality. In the first part, the author and her work are presented, as well as the original text and its theoretical context. This is followed by the textual and linguistic analysis of the original text. The original text is then presented opposite to its translation, with the glossary of terms and terminology documentation following next. Furthermore, the research methodology is presented. The translation difficulties are analysed on a morphosyntactic, pragmatic, lexical and stylistic level, while the translation choices are explained. Finally, the annex provides a sample of the ad hoc text corpora which contributed to the terminology documentation on a terminology and phraseology level.

Aging causes changes in several acoustic parameters such as fundamental frequency, jitter, shimmer, noise-to-harmonics ratio, maximum phonation time, F1, F2 frequencies, intensity as well as articulation and speaking rate. Up to now, there are no other studies that have investigated age-related differences in the acoustic characteristics of speech production. Within this framework, this study aimed at exploring whether there is an effect of age on these acoustic parameters. Fifteen women, native speakers of Greek, were recruited from three different age cohorts. The first group included 5 women aged 20 to 30 years old, the second consisted of 5 women aged 50-60 years old and the third included 5 women aged 70-80 years old. Only the middle-aged group included a smoker. For the calculation of articulation and speaking rate, a real passage, and a monologue were recorded. For all other acoustic measurements, the sustained phonation of /a/ was recorded. Vowel frequencies (F1, F2), duration and intensity were measured in disyllabic words containing the five Greek vowels. Between-groups comparisons of all acoustic parameters were conducted. Results showed that there was a significant difference between groups for F0, articulation and speaking rate as well as F1, F2 frequencies, vowel duration and intensity. However, there was not a statistically significant difference for mean shimmer, jitter, NHR and maximum phonation time between the groups. This study discusses results in relation to previous literature regarding age-related differences in speech production providing novel data for Greek.

After the seminal book by Lakoff and Johnson (1980) Metaphors We Live By, metaphors received the scholarly attention in the effort to establish the existence of conceptual metaphors. Recently, researchers have focused their interest to the non-verbal manifestation of conceptual metaphors and metonymies analyzing (1) visuals and language (Forceville, 1996), (2) language and gestures (Muller & Cienki, 2009), (3) language and music or sound (Cook, 1994; Zbikowski, 2008) to name just a few. In the light of this turn in metaphor research and in an effort to identify conceptual metaphors employed in Greek advertising, this thesis ventures to shed light on the conceptualization and multimodal manifestation of cognitive mechanisms in a Greek advertisement. The use of cognitive mechanisms has also been extended in the field of advertising. Drawing upon previous studies on multimodality, gender, advertisement, conceptual metaphors and metonymies, and Greek culture (Dyer, 1982; Alvanoudi, 2008; Forceville & Urios-Aparisi, 2009), I am going to analyze four spots of the same advertisement (OMO Greece) focusing on the choices of the advertiser, retrieved by YouTube (available at: 1) https://www.youtube.com/watch?v=O99cknUZMlc; 2) https://www.youtube.com/watch?v=d-hKVnoQRo0; 3) https://www.youtube.com/watch?v=tzAAFweJChw; 4) https://www.youtube.com/watch?v=ZZfj7HOmJZI) and its recent new version (available at: https://www.youtube.com/watch?v=PZfuXdfCZHo); all retrieved 27/09/2020) of the same cleaning product. Under the light of conceptual mechanisms and having in mind the representation of gender in Greek media, this thesis attempts to answer the following: a) why does the advertiser choose a man and not a woman as the new face for the advertising campaign of a cleaning product and the brand keeps on choosing a male protagonist in the next spot? b) Which modes (music, colors, motion) contribute more effectively to the final impression created by the ad? c) Which is the reaction and emotions of the audience (men and women) triggered by the ad? d) What would the target have been, if the advertiser had chosen a woman to run the campaign of the product? Does culture have impact on this choice? In line with what is expected, I am going to show how the use of different modes communicates the metaphoric scenario of the ad and contributes to it.

The present thesis focuses on the discussion of William Carlos Williams’s Paterson (1946-58) and Charles Olson’s The Maximus Poems (1960-75) with emphasis placed on certain excerpts. These two poetic constellations best represent the mixture of writing techniques and literary elements Williams resorts to as regards his modernist poetics, and Olson’s (proto)postmodernist poetic experimentations. In particular, this thesis explores in Chapter One poems from Book I in Paterson, titled “The Delineaments of the Giants,” which reveal Williams’s concerns about poetry and language within the context of the socio-cultural crises characterizing his present day urban reality. Moreover, in Chapter Two, a selection of poems ―the majority of which― from Olson’s “Volume Three” of The Maximus Poems is discussed as they constitute the epitome of his contemplations about art, life, mythology, history and philosophy in a New England setting. Additionally, the thesis attempts to corroborate how both poets’ active engagement with (post)modernist poetics as well as their particular conception of the American space and place they choose to depict within the two sequences under examination concludes to the discussion over a distinctly American consciousness as witnessed around the Midcentury. Conclusively, the argumentation focuses on the emerging postmodern subjectivity as this derives both from the American social terrain and the new modes of artistic creation.

The recent years have witnessed a shift in the expression of fan culture due to the widespread access to the Internet. Fan studies have expanded to accommodate this unprecedented rise in online fan created content, including drawings (fanart) and stories (fanfiction). Academics working in the newly-developed field of online fanfiction studies tend to focus on how both the academia and individual reader can benefit from fanfic writing and reading by cultivating a community generated approach to cultural production, while also practicing their writing skills and using critical analysis when creating, discussing and commenting on fan written texts. The present thesis will explore some of the reasons why the three books of Suzanne Collins’s trilogy, namely The Hunger Games (2008), Catching Fire (2009) and Mockingjay (2010), have fuelled the creative response of the fanfiction community and have motivated fanfic writers into creating their own versions of the primary sources mentioned. Following a thematic approach, the thesis is divided into two main chapters, with Chapter One focusing on the different narrative techniques used by Collins and how exactly these prompt fanfiction writers to construct their stories based on the universe or characters she has created. Chapter Two includes an analysis of Katniss’s character development throughout the trilogy in relation to sexual awakening and female agency while examining how the romance is reflected, expanded or altered in the furiously typing hands of the fandom. The critical analysis includes short excerpts drawn from all three original novels which are combined with samples of certain responses by the fanfiction community that can shed some light on this literary phenomenon that keeps on generating new content for over a decade after the trilogy’s original release.

The main aim of this study was to investigate the effect of using digital material for L2 vocabulary instruction and learning compared to using printed material in terms of acquisition. Sixty (60) words of B1+ level from the climax chapter twenty five (25) of the dystopian novel ‘The Hunger Games’ by Suzanne Collins, (2008) were taught explicitly on word meaning level. The EFL learner/participants (N=50) from four private language institutes were divided into two groups; the experimental group (EG) (26) learners who received tuition through digital tools for presentation, practice and use of lexical items and the control group (CG) (24) learners who were taught the same lexical items through printed means. Acquisition was measured with pre, post and delayed post tests before or after treatment. Mean marks in post assessment indicated a statistically significant higher retention of vocabulary items with the experimental group. This mixed-method research produced quantitative and qualitative findings supporting teaching and learning of vocabulary using digital tools. Data in favour of adopting authentic Literature, the framework of Online Affinity Spaces (OAS) and the consideration of Digital Devices (DDs) for the learning of vocabulary were collected, too. Finally, this study clearly concluded that vocabulary teaching and learning and technology based methodologies in EFL are irreducible to each other.

Theatrical stages and their function remain an intriguing area of research, despite various attempts to interpret them. Lord Byron was very well acquainted not only with great dramaturgical works but with theatre in general, while he also wrote plays and participated in theatrical productions, rhetorical performances, and costume fittings at various instances throughout his life. In fact, it has been noted by scholars that he early on learnt and experienced the importance of appearances and performance in order to construct desirable personas both in his everyday life and his work. Setting off from the assumption that there is a close relationship between the poet’s fictional and autobiographical works, and theatrical practices, this thesis will attempt a comparative analysis of the poet’s poem, Childe Harold’s Pilgrimage (1812-18) and his epistolography. I intend to focus on the similarities regarding the construction of personas between the different media that eventually render the boundaries between fiction and reality unstable. Thus, I aim to argue the impossibility of locating and/or “re-constructing” a “wholesome” personality through texts; rather, what one comes up with is an array of self-fragments that can be deemed as personas due to their deliberate enactment. Overall, this thesis will retain a bifocal perspective; on the one hand, it will look at how Byron negotiates his identity through a selves invention process conditioned by his actions, and on the other, it will explore how written texts resemble a theatrical stage due to the performative aspect of language.

This thesis investigates the processing of subject-object ambiguities by older native speakers of Greek using S-V agreement as a means of disambiguation. Our main objective is to examine whether older adults employ the same parsing strategies as the younger ones when processing subject-object ambiguous sentences in Greek. More specifically, we aim to understand whether they are subjected to the universal parsing principle of Late Closure (Frazier, 1978) as this issue remains open to investigation. Additionally, one of the aims of this study is to determine the role of semantic plausibility in the processing of these ambiguities in Greek and to investigate the existence of good-enough interpretations in ambiguity resolution. We further aim to understand whether older adults use structural cues such as verb morphology and S-V agreement as accurately as younger adults. The role of working memory (WM) and inhibition is also examined with regard to the participants’ performance. To this aim, twenty young adults (20-30 years) and twenty-one older adults (70-85 years), native speakers of Greek participated in an on-line self-paced reading task and an off-line sentence-picture matching (SPM) task. Additional YES-NO questions were asked to provide information about the participants’ reading preferences and their acceptability judgments. In the first task, two factors were manipulated: semantic plausibility and number marking, while in the latter only number marking was manipulated. Differences between the two age groups were expected, including greater garden-path effects on older adults and their extended reliance on good-enough interpretations. Other differences concerned their slower and less accurate performances. The effect of semantic plausibility was also expected to be reflected in the participants’ RTs on the ambiguous DP and the disambiguating VP. According to the results, older adults experienced garden-path effects on the disambiguating VP of the plausible plural (PP) condition, while garden-path effects were not detected in younger adults’ RTs on the same segment. Effects of semantic plausibility were found in both groups, on the ambiguous DP in contrast to the disambiguating VP. Older adults based their parsings more on good-enough interpretations, showing a preference for the object-subject reading of the ambiguous DP, a finding that was linked to their inhibition decline. On the contrary, younger adults were more accurate in reanalyzing the ambiguous DP, showing a preference for its subject reading, yet only in the SPM task. Finally, older adults were less accurate in using structural cues like verb morphology than younger adults and had slower RTs.

The aim of the present thesis was the study of the female Dominican-American immigrant experience as it is depicted in two Dominican-American novels: Julia Alvarez’s How the Garcia Girls Lost Their Accents (1991) and Angie Cruz’s Dominicana (2019). More specifically, this study examined the relationship between space, identity and access to or exclusion from the American Dream as a central idea in the two aforementioned novels. The Latina female subjectivity in the two novels was explored within an intersectional framework, while taking into account postcolonial and decolonial concepts, as well as Doreen Massey’s conceptualization of space as a product of relations “imbued with power.” Homi K. Bhabha’s notion of “in-betweenness” was used in the analysis of Alvarez’s novel, and Patricia Hill Collins’ concept of the “outsider-within” was employed in the analysis of Cruz’s novel. This thesis explored how constructions of gender, class, and race identities in the land of origin are inextricably intertwined with the immigrant experience, as they determine the reasons that lead to the characters’ migration and the conditions under which they emigrate. This thesis examined how gender, class, and race shape the way the characters navigate space, both in the country of origin and in the country of arrival, and how identity determines the female protagonists’ access to or exclusion from different spaces. By examining the spatial experience of migration and the ways it is conditioned by gender, class and race inequalities, in the public and the private/domestic sphere, the limitations of the idea of the American Dream are unveiled. This research argued that in Alvarez’s and Cruz’s literary representations of the Latina Caribbean immigrant experience in the U.S., spatial inclusion in the first novel, and spatial exclusion in the second novel, respectively suggest access to or exclusion from the American Dream. Thus, the immigrant experience is far from uniform, even among people of the same gender coming from the same country.

The present thesis explores two novels of the Great Depression, John Dos Passos’s The Big Money (1936) and William Faulkner’s Absalom, Absalom! (1936). It is maintained that both novels identify as the cultural cause of the national crisis the attitudes of greed and selfishness that prevailed in the laissez-faire economy of the United States prior to 1929. Focusing on the two major characters of each novel, that is Dos Passos’s Charley Anderson and Faulkner’s Thomas Sutpen, the present thesis examines these characters in relation to their pursuit of the American Dream’s promise of upward social mobility. Establishing a link between the dominant economic and political theories of the time and the moral decadence which is described in the novels, the thesis argues that the characters’ rise to the upper strata of the American society corrupts them, since they achieve material success by adopting the capitalist values of selfishness and greed. Charley and Sutpen’s corruption eventually leads them to their downfall, which parallels the collapse of the American economy following the 1929 stock market crash. In this way, Dos Passos and Faulkner showcase the destructive consequences of unprincipled selfishness on the individual as well as on society.

This thesis aims at analysing feminist retellings of patriarchal versions of fairy tales and how writers transformed passive female characters into fierce, autonomous and sexually active protagonists. Angela Carter’s The Bloody Chamber (1979) and Emma Donoghue’s anthology, Kissing the Witch: Old Tales in New Skins, (1997) provide a more comparative perspective between traditional fairy tales that condemn female empowerment and sexuality, and more contemporary ones that emphasize female agency and sexual liberation. The first section of my thesis focuses on female metamorphosis firstly as a result of female bonding and support and also on women accepting and embracing their queer sexual identity. The second section explores the female metamorphosis as it occurs as a result sexual liberation and desire. The key notion, metamorphosis, reveals new characters and new ideas, based on feminist beliefs, all of which will be explored and analysed in the following chapters.

In our study, we examine the acoustic characteristics of the Greek rhotic as it is pronounced by Primary school children and adults. The children cover the ages of 6;0-7;0 and 9;0-10;0 years of age. Our data was collected through recordings of utterances that included words with phrase-initial /r/, words with /Cr/ and /rC/ clusters, produced by 14 native speakers of Greek (5 adults and 9 children). Our results showed that adults and 9;0-10;0 year-olds produce /r/ as a tap while 6;0-7;0 year-olds produce it as an approximant in the aforementioned word positions. We also observed that the production of /r/ is accompanied by a vowel-like element (vocoid), the quality of whom is influenced by the vowel of the stressed syllable. Some errors that occurred in the group of 6;0-7;0 year-olds suggested that the acquisition of /r/ is probably achieved after the 7th year of age.

The Common European Framework of References for Languages (CEFR – available at https://rm.coe.int/1680459f97), composed by the Council of Europe in 2001, has proposed six levels of language competence which have been used, among other things, to facilitate language learning, teaching and assessment. When it comes to specific applications to particular languages, attempts have been made to list specific grammatical phenomena that match the requirements of each CEFR level. The present study examines the phenomenon of conditionals in ELT within each level of the CEFR. The aim of the study is to see how the grammatical phenomenon of conditionals is graded in the different levels, review the information provided in textbooks and exam specifications for each level of proficiency and relate this information to the detailed requirements of particular CEFR levels. To this end, the relevant literature is reviewed regarding CEFR and applications such as the English Grammar Profile (https://www.englishprofile.org/). Moreover, English language teaching textbooks and exam samples are examined to see what students are expected to learn, which the most common forms of the phenomenon are and whether it becomes more complex. Along with the most common forms of the different types of conditionals and the fact that the phenomenon does become more complex, it is also found that books are exam-oriented based on evidence collected by the KPG examinations. According to the same evidence the most frequently examined type of conditionals is found to be the first one. It is also suggested that the connection between English textbooks and CEFR descriptors is rather weak. Therefore it is proposed to incorporate certain pragmatic and theoretical accounts in those books for a more detailed approach to the phenomenon

Deborah Feldman's book Unorthodox: The Scandalous Rejection of My Hasidic Roots was published in 2012 and depicts the writer's life in a Hasidic community in Williamsburg, Brooklyn, New York. In this memoir, Feldman narrates her life's experiences in this closed religious community, which insists on practicing Orthodox Jewishness and adhering to the traditions of Eastern European Jews. Deborah, the main character in the memoir, confesses how hard it is for a woman to endure her position in this authoritarian, patriarchal society, where women are not allowed to educate or entertain themselves or even make decisions about their own body, clothes, appearance etc. These particularly harsh circumstances that are imposed on every Jewish woman who lives in this Hasidic community are a means of controlling their lives and sexuality. Women's sole role is reproduction; as a consequence, they are not allowed to indulge in anything that the community regards as inappropriate for them because their only focus should be to bear as many children as they can in order to make up for the Holocaust Jewish victims. For Deborah Feldman and Esty as well (the character that functions as Feldman's persona in the mini-series which is based on the book) the only salvation from this confined life is their passage to a westerner's way of living. The flight to Berlin is for both characters an escape from their dysfunctional marriage and the promise of new opportunities for them and their children. This essay will explore how the West, which in this case is presented to the reader through the depiction of Berlin in the mini-series, functions as a Utopia for Esty because it offers her whatever the Hasidic community of Satmar in NY denied her; a meaningful life, full of opportunities and possibilities. Using feminist and film theories, this thesis will argue how Berlin is presented as a western Utopian place where every dream can be fulfilled. The latter chapter of this thesis will propose a different reflection of the West. More specifically, through the prism of Sarra Farris' notion of femonationalism and Chandra Talpade Mohanty's post-colonial feminist thinking, this essay will also argue how the western Utopia that is presented in the Unorthodox mini-series, is in fact a Dystopia due to the fact that it exploits women in a different way. West's depiction of women that belong to religious and cultural, non-western backgrounds is inaccurate due to the fact that the West wants to portray the non-western woman as the submissive victim of the evil, oppressive and misogynist Other Man who controls her. Then, this essay will show that the West strongly encourages these non-western women (like Esty) to conform to western ideologies and values in order to escape their oppression and through this assimilation, become "members" of the western civilization and thus serve other purposes and practices which will be originating from westerners themselves. Non-western women are a valuable workforce for the West and also a way through which the West can present its (false) superiority to other cultures.

During the Second World War years, especially between 1939 and 1941, the British government attempted to shape the nation’s image as one that would not fall and surrender, owing to its citizens’ courageous stamina. This narrative of the Blitz suggested that class and gender distinctions were erased and that every single citizen was glad to stand up for their nation in spite of the general collapse of urban spaces and the loss of human lives by aerial bombardment. Numerous speeches were given by Winston Churchill himself, and propaganda movies were shot in order to boost people’s morale. This narrative, however, proved to be nothing but a fabrication years later since events were purposefully misinterpreted by the media; physically and mentally traumatized citizens being the reality behind a well-constructed myth. Elizabeth Bowen’s wartime novel The Heat of the Day (1948) and the short stories collection The Demon Lover, and Other Stories (1945) deconstruct the myth of the Blitz by presenting an uncanny London and claustrophobic spaces where people are either presented as ghostly entities themselves or are haunted by external projections of their traumas that resurface amidst the chaos of wartime Britain. Focusing on the novel The Heat of the Day and three short stories from The Demon Lover collection—“The Demon Lover,” “The Happy Autumn Fields” and “Mysterious Kor”—this essay argues that Bowen’s wartime fiction debunks the myth that Londoners did not suffer from war trauma by revealing characters that have demythologized the fabricated image of Britain as an unassailable nation and are on the verge of mental annihilation. This aim will be achieved by considering the historical and cultural background of Bowen’s work, the insights offered by psychiatric manuals and surveys, and by employing theories of psychoanalysis as well as theories on elements of Gothic fiction and their relation to trauma.

This thesis examines Rudolfo A. Anaya’s novels Bless Me, Ultima (1972) and Heart of Aztlan (1976), two early Chicana/o literary texts. Τhe artistic and literary productions of Mexican Americans have repeatedly been excluded from the ideological apparatus of the United States society and from the field of American literary studies. This thesis argues that although Anaya’s two novels were published during the height of the Chicano movement, the texts foreground the Chicana/o people’s multifaceted experiences and interstitial heritage, in order to remedy the marginalization of this ethic community. This thesis argues that Anaya’s two early texts already escaped the rigid definitions of Mexican-American selfhood that the Chicano movement politics have devised, and transcended binary ways of thinking about identity that trap Chicanas/os between either U.S. acculturation or group-related cultural determinism. Anaya’s novels unfold how the subjectivities of Chicana/o characters waver between diverse cultural impulses that operate in the U.S.-Mexico borderlands, and address the need to conjoin antithetical ways of being-in-the-world. Ramon Saldivar’s concept of the ‘dialectics of difference’ is employed to illustrate how Anaya’s Chicana/o characters dialectically confront U.S. hegemony and form new, alternative conceptions of identity. Mikhail Bakhtin’s dialogism is used to explore how the dialogic interactions between diverse cultural narratives gradually foster the re-adjustment of Chicana/o identities. Drawing upon Gloria E. Anzaldua’s borderland theory, the thesis further points out how the Chicana/o characters of the two novels creatively merge diverse narratives of experience in order to create their new, fluid, and hybrid identities. Anaya’s texts communicate how the retrieval and the imaginative re-signification of the Chicana/o people’s ancestral cultural practices and mythologies chart the on-going ‘re-routing’ of Mexican-American selfhood, and enable Chicanas/os to adjust and progress in the ever-changing U.S. Landscape.

Brexit is a major turning point for British history that signals a new era for the United Kingdom outside the European Union. As a by-product of the 2008 economic crisis, Brexit manifests the result of the struggle for power between far-right and far-left movements. However, Brexit has deeper roots since it is not merely a political crisis. Brexit is, first and foremost, a cultural and national identity crisis. “Britishness” is often associated with an idealised version of British history that is not compatible with the image of England in the early 21st century, that is multicultural and with barely any overseas territories. As power relationships within the United Kingdom change, or try to change, nationalist discourses will continue to exploit British identity to produce a distorted image of a national identity that is less inclusive and more divisive. The aim of this dissertation is to address these questions through the lenses provided by three texts. First of all, through the film of Downton Abbey (2019), I explore the idea of “Britishness/Englishness” promoted by nationalist voices in the post-referendum period. British/English identity is informed by an idealised version of the British imperial past and is associated with images of the English gentry and countryside, effectively silencing non-English and non-privileged voices. Jonathan Coe’s novel Middle England (2018), adopts a different position by acknowledging the polarised climate in Britain and its division along the binary of urban multiculturalism and rural conservatism. Through his text I will discuss how English nationalism fuelled far-right sentiments and the rupture with Europe. Finally, using Ali Smith’s Autumn (2016), I discuss how art and history can be used constructively to reinvent British national identity and challenge the post-truth politics of Brexit.

A cognitive approach to language entails its visualization as a tool that shapes the world and normalizes ideas. Metaphors are rooted in our everyday language and experience. Numerous studies, among which Lakoff and Johnson’s (1980) one on Conceptual Metaphor Theory, demonstrate the value of metaphor as a conceptual tool rather than just a linguistic and ornamental device. The power of conceptual metaphors has been linked to its contribution to the process of structuring reality and organizing experience, given that they pervade all aspects of everyday life. Our conceptual system and thus, our language is metaphorically structured (Lakoff, 1980). The main purpose of conceptual metaphors is to understand abstract and complex concepts, while their use aims at explaining target ideas and at communicating messages in a way that differs from the literal language. Lakoff and Johnson (1980) introduced us to the revolutionary idea that metaphors frame the way we perceive and interpret the world. Metaphors and frames have been central in cognitive linguistic research due to their contribution to the construction of political discourse and to the persuasion, as well as to the manipulation of the audience. The framing function of metaphors is particularly interesting in the discourse of disease. The issue of metaphors framing diseases has been the focus of a number of academic papers or scholarly essays, like the work of Sontag (1978) on ‘Illness as a Metaphor’, in which the use of the victim-blaming figurative language that refers to illnesses is criticized. The different ways a disease can be framed may affect both positively and negatively our perception of it. Since the emergence of COVID-19 in the beginning of 2020, the metaphorical language framing the coronavirus disease has been proved to be worthy of scholarly attention. The COVID-19 coverage by the media reveals the violent invasion of the virus to our lives, which have been radically changed. As a result, COVID-19 has had a strong impact on the way we use language, as well. The unfamiliar virus has been imaginatively explained and referred to by means of metaphors that have structured people’s understanding of it. In the time of such a global health crisis, the metaphors and frames found to describe the disease and its impact are purposefully used, as they express certain ideologies. The present study focuses on the variety of conceptual metaphors, which are drawn from Greek online articles and frame people’s experience with the coronavirus disease. Each frame analyzed contains various roles and elements that constitute a multiplicity of conceptual metaphors which are often built on metonymies, personifications or image schemas. I aim at providing a detailed analysis of the metaphors and the frames that manifest COVID-19 from January 2020 to February 2021, and at briefly discussing the possible effects of the use of such figurative language

In the present thesis we investigate the contribution, first of Marcel Duchamp and then of Joseph Beuys, to the achievement of a new interactiveness and collectivity in art. The concept of postproduction plays an important role, as defined by the French curator and art historian Nicolas Bourriaud in his book of the same name. As underlined in this study, participation in art is a concept that begins to be discussed and applied in the 1960s, spreads in the 1990s, but has its origins in the historical avant-garde and the Dadaist movement.In the work, therefore, we refer to these three time points, which played an important role in the birth and evolution of participatory art and especially to Duchamp and Beuys, two creators who challenged, broadened and redefined, each in his own deeply personal way, the art concept.Taking into account the basic ideas of Bourriaud, this thesis examines the way in which the two artists invested in achieving a new perspective and interaction in art and creating a common place for the artist-spectator reconciliation.

Historical crises are usually discussed and examined as issues in works created based on empirical studies or through specifically demarcated forms of literature. Art Spiegelman, a Jewish American comics and graphic novel artist, has touched upon two tremendously traumatic events of the historic past, namely the Holocaust and the 9/11 attack of 2001 on the Twin Towers of New York City. The two postmodern graphic novels, pioneering in their interplay of the textual and the visual, showcase that personal experience is a part of and assists in the shaping of public memory and history, and that the personal is a smaller reflection of the collective. Both graphic novels, namely Maus (with the completed version containing its two volumes first published in 1991) and In the Shadow of No Towers (2004) subvert the uncontested supremacy of grand-narratives such as history and the notion that history is a continuum of cause and effect. The aforementioned graphic novels elevate the significance of the plurality of testimonies, voices and experiences as vital for the understanding of history, and foreground that graphic novel narratives can render representations of historical events and provide inspiring insights and refreshing perspectives towards a shaping of history both as a factual and personal event

The topic of the MA dissertation reviews the connection between the teaching of Literature with web 2.0 tools in the EFL/ESL university classroom in an effort to highlight the need for an educational approach which promotes active and collaborative learning within a participatory culture so as to suit the needs of 21st century learners and enhance their language skills. The web 2.0 tools explored are Wikis, Storybird and the social media application, Twitter due to them being often used in EFL/ESL university contexts with most research showing positive evidence. As for the literary material to be used as a case study, this is Edgar Allan Poe’s “Murders in the Rue Morgue,” while Wikia (Fandom) is suggested as a wiki example site. Poe’s detective fiction short story challenges its advanced adult audience as it is linguistically rich and complex and its socio-cultural issues can be critically approached, while the pedagogical value of the detective fiction genre leads to engagement with the text. The lesson plan suggested is conceptualized for an audience of B2 (undergraduate) university students and it is utilizing the collaborative nature of the websites along with the social dimension of Twitter to expose students to more diverse, meaningful and engaging environments where learning –grammar, vocabulary and text analysis- is mostly an implicit, participatory sharing. The theory presented in the dissertation draws on Lev Vygotsky’s Sociocultural Theory and other cognitive theories around Second Language Acquisition as well as on the theoretical frameworks of Collaborative Learning and Writing, Henry Jenkins’s Participatory framework and Richard E. Mayer’s Cognitive Theory of Multimedia, among others, as the core threads of the argument presented.

The importance of error-tagged learner corpora in exploring the patterns and developmental stages of L2 learners’ unique interlanguage system has already been established (Bernardini, 2004; Diaz-Negrillo et al., 2013; Flowerdew, 2009; Granger, 2003, 2015; Nesselhauf, 2004; Pravec, 2002). However, there is a scarcity of longitudinal studies investigating the complex interrelation between linguistic and pragmatic competence through an analysis of learners’ texts annotated for linguistic and pragmatic errors. This scarcity is even more evident in the Greek EFL research body. This lacuna has motivated this longitudinal study which aims to investigate the intricate systems of L2 linguistic and pragmatic competence as manifested through 29 C2-level L1 Greek EFL learners’ error-tagged texts using a novel standardised error-tagging system. Statistical analyses of the data from the two sub-corpora, created for this study, reveal a strong positive correlation between the two competences in both data collection periods. Second, the error frequency lists reveal some problematic areas in learners’ linguistic and pragmatic performance, shedding some light into the L2 acquisitional difficulties, patterns and stages. Last, the results support a statistically significant effect of the six-month instruction period on learners’ linguistic competence. However, the same effect on pragmatic competence cannot be attested; pragmatic competence seems to follow a separate trajectory, projecting a slower rate of development and acquisition.

The beneficial role of language learning strategies (LLS) has been established by many studies. However, research on language teaching strategies is rather rare. The current dissertation aims at filling this gap by investigating language teaching strategies in primary education in Greece. The data was collected in a big private primary school in Greece and the participants were foreign language (L2) and native language (L1) teachers. Triangulation of data was carried out through: a) a 38-item questionnaire which is based on Oxford?s (1990) SILL (Strategy Inventory for Language Learning) and administered to 30 teachers, b) classroom observations and c) interviews with these teachers. High promotion of all strategy categories by teachers was found. Results indicated a higher strategy use by L2 teachers and a significant difference compared to L1 teachers regarding social and affective strategies. No significant differences were found for any teaching strategy as regards gender and academic qualifications. With respect to L1 teachers, a significant effect of age was found for the compensation strategy and a significant effect of teaching years for the same strategy; teaching experience also influenced the promotion of social strategy by L2 teachers.

Nowadays, children and teenagers are constantly exposed to digital media in all forms—smartphones, televisions, computers—spending more time in front of screens rather than holding books and papers. Though the use of films in teaching is not something new, it still consists a shift from the traditional teaching methods and can be successfully used for learning and for practicing skills necessary in language learning; namely speaking, listening, pronunciation, and vocabulary. The current MA study has been conducted with attention paid to 29 young teenagers, aged 12-13, whose language level is A2-B1 (CEFR). The vocabulary used in the film excerpts has also been used in the lesson to enable and enhance students’ language acquisition. Use of L2 has been exclusive. Children’s knowledge has been tested with a productive free writing, and a receptive multiple choice, test explicitly in L2, offering the opportunity to the students to use words in a sentence and identify the words by their meaning. After a specially designed course, explicitly in L2, whose outline description will be given, students are reassessed. Self-developed questionnaire has also been used to record students’ thoughts and feelings about the course. The aim of the study is to help students get a more realistic panorama of the cultural aspects of the language, to improve their language skills, to think critically and to develop their own strategies of using films in language education. Concerning the second stage and the conceptualization of this dissertation, it should be mentioned that twenty 45-minute lessons have been planned and carried out in order to familiarize the students with the language used in the film (see Appendix 1), raise cultural awareness and enhance students’ understanding of the significance of contextualized vocabulary in a film. This teaching intervention has been designed in order to expose learners to authentic language input, and help them activate mechanisms of understanding the utterances in a context and with the use of audiovisual aids. This dissertation aims at enabling students get a more realistic panorama of the cultural aspects of the language, improving their language skills, enhancing critical thinking and exploring ways of using films in language education. ?

Content Language and Integrated Learning (CLIL) emerged in Europe as a popular teaching approach and is implemented in a significant number of schools around Europe. Although some studies have aimed at investigating teachers' and students’ perceptions towards CLIL instruction, no studies have focused on the particular investigation in two different educational contexts. Specifically, the purpose of this particular research is to investigate and to compare Greek to Spanish students’ and teachers’ perceptions towards CLIL instruction in primary schools. The first study took place in the “3rd Model Experimental Primary School of Evosmos” in Thessaloniki, Greece while the second study was conducted in “Colegio publico Doctor Azua” school, a public primary school in Zaragoza, Spain. In each school, third, fourth, and fifth graders participated by answering a questionnaire. Also, Greek and Spanish teachers, specialized in CLIL approach, were interviewed in face-to-face interviews. Results showed that students do hold positive perceptions towards CLIL instruction, and that they do believe that through cooperative tasks their language development is enhanced. Findings of the current study also revealed teachers’ perceptions concerning the difficulties that learners face when using L2 in the CLIL classroom. Moreover, the study reaches some rather essential conclusions and offers some useful suggestions for further research.

This dissertation investigates the potential of mnemonics in the learning of a foreign language which uses a non-Roman alphabet, such as Japanese. The dissertation begins with the definition of mnemonics as well as the nature of working memory and focuses on different mnemonic methods as teaching and learning strategies in the learning of a foreign language. The aim of the dissertation is to examine the implications of the use of mnemonics in learning non-Roman scripts on immediate and delayed recalls of such items. More specifically, it investigates the effect of the keyword approach on beginner language learners who are proficient speakers of English and without any prior experience in learning non-Roman letters. Another aspect of this dissertation is the correlation between working memory results and recall scores from the use of mnemonics or the lack thereof. To investigate these aspects, 4 groups of 10 participants were taught Hiragana individually. The experiment conducted included a working memory test and teaching-testing procedures as well as delayed testing. Each mnemonic-teaching session provided different mnemonic stimuli, either visual and aural or visual only and aural only with the exception of the control group. Lastly, the participants took a delayed test of all the Hiragana taught. Results of accuracy and reaction time were gathered throughout the testing sessions. The experiment showed mixed results as far as immediate recall is concerned but provided a clear picture on the lack of effect of mnemonics in the delayed test results, similarly to previous research. Moreover, no recency effect was observed while there was an expected outcome on working memory and accuracy correlation.

My dissertation regards the research carried out in a private language institution in order to collect data on the teaching of English intonation in wh- questions and sentence stress in a Greek EFL classroom. The research aimed to the comparison of two different methods of teaching, (Communicative Approach and Audiolingualism) in order to identify the most suitable. Three learner groups participated in the research, two experimental and one control group. The learners were recorded in the beginning prior to the teaching intervention and after two months of the teaching intervention. Their production was assessed by two native English speakers through a Likert scale 1-9 based on how accented their speech was (1 = no accent, 9 = extremely strong accent).

The human developmental trajectory dictates the precedence of auditory maturation over linguistic growth. What has been established so far in the literature is the relation between phonological processing and reading development. We know that good mastery of phonological processing skills leads to sufficient reading development, whereas deficits in phonological processing result in defective reading skills. What remains controversial is whether deficits in phonological processing can be attributed to lower level auditory processing deficits in children with normal hearing sensitivity. There have been two sensory theories in the literature so far, both attributing children’s linguistic problems to deficits in lower level, non-verbal auditory processing: the Rapid Temporal Processing Hypothesis (Tallal, 1980) and the Temporal Sampling Hypothesis (Goswami, 2002). The Rapid Temporal Processing Hypothesis attributes children’s linguistic deficits to defective perception of rapidly changing incoming auditory stimuli, whereas the Temporal Sampling Hypothesis attributes deficits to faulty rhythm perception. The aim of the present study was to investigate whether auditory processing affects phonological processing in a randomized sample of twenty 5-7-year-old Greek speaking children with normal hearing sensitivity and with no or very limited reading experience and to investigate the role of age and cognition (memory, attention and non-verbal intelligence) in the aforementioned relationship. To do that, we evaluated the participants’ performance in a variety of auditory measures, phonological processing measures and cognitive measures. The predictions of the theories were tested for a novel population and language system, i.e. Greek speaking 5-7-year-old children. The results of the study did not fully support either of the two hypotheses. We argue, however, that a relation between auditory processing and phonological processing exists without its being significantly affected by age or any cognitive factor. In particular, we contend that early pitch pattern recognition ability strongly relates to a child’s phonological processing development. Our results offer support that non-speech auditory development – in particular, the ability to discriminate and identify pitch- affects phonological processing, encouraging the belief that music and language share common cognitive and/or perceptual auditory mechanisms.

The use of the mother tongue (L1) in English as a Foreign Language context is a controversial issue with some of the conducted studies concluding that it should be avoided at all costs during the English language learning process (Harbord, 1992) and other ones totally favoring it for a variety of reasons (Samadi, 2011). The purpose of this quantitative small-scale study was to investigate teachers’ perceptions on using the mother tongue and in particular the Greek language in the EFL classroom. The research question of the present study is why and how often EFL teachers use Greek in the EFL classrooms. The study was conducted during the Spring semester (02/20-05/20) and the participants of the study were 30 instructors in both state and private schools of English. The data were collected through questionnaires. The findings revealed teachers’ perceptions on the use of Greek in the EFL classroom. The survey’s most obvious finding is that teachers turn into the students’ L1 according to the issue of the moment such as when they have to talk about extracurricular issues and issues unrelated to the course. Finally, one of the most important implications of this study is that advanced teacher training programs are necessary for the constructive employment of L1 in L2 classrooms.

This thesis investigates the difficulty of people with Mild Cognitive Impairment (MCI), mild and moderate Alzheimer’s Disease (AD) in the production and comprehension of psychological verbs, where thematic realization requires both the canonical and non-canonical realization of arguments. Assignment of θ-roles has been proven to be problematic for people with AD. However, for people with MCI even less studies have examined this issue. Moreover, the assignment of thematic roles in constructions with psychological verbs contains an advanced level of difficulty for people with AD (Manouilidou et al., 2009). Hence, this issue remains open for investigation cross-linguistically and for the different levels of (pre-) dementia. In this study, I aim to examine whether there is a deficit in the mapping of syntactic and semantic representations in psych verbs in people with MCI and AD. Another goal of this study is to investigate whether the linguistic abilities in the aforementioned issue decrease as the disease progresses. Furthermore, I take into account a factor stemming from our everyday lives, the frequency of occurrence of the examined verbs, aiming to investigate whether the language performance is influenced by frequency. Moreover, considering the decline of the cognitive abilities in people with MCI and AD, I address the issue of Working Memory influencing the assignment of the thematic roles. To this aim, a Working Memory test with both the digit forward and backwards tasks (Wechsler, 1981) was administered and two Sentence-Picture Matchings Tasks (SPMTs) were used, one to assess the comprehension and one for the production of thematic-roles. These tasks included verbs that follow the canonical thematic hierarchy (employing the Agent and Theme roles) and verbs that follow non-canonical thematic hierarchy, that is psychological verbs with primary role the Experiencer, assigning the Theme before the Experiencer at the surface level of the sentence. Greek-speaking people with MCI (N=20), mild AD (N=16), moderate AD (N=11) and healthy individuals (N=47) participated in the tasks resulting to confirmation of previous findings. The deficit in the thematic role assignment is evident; with greater difficulty in sentences involving the Experiencer thematic role. The findings of this study suggest that there is gradual degradation of assigning thematic roles as the disease progresses, especially in sentences involving psychological verbs. Frequency influences the overall linguistic performance in the tasks in a significant level. Lastly, results regarding the influence of Working Memory show that the linguistic performance is not strongly affected by the function of the Working Memory.

This paper is an annotated translation of three Italian journalistic texts about Lunigiana and two cultural elements of local gastronomy, the testaroli, which is a type of pasta, and the region's wines. The first two texts to be translated are controversial, and the third is evaluative. More specifically, the first text ("ED ECCO LE BRUTTE MANIERE DA CONSERVARE") was written by Giorgio Boca, and published in the Italian magazine Espresso on June 8, 1980. The second text (“Giudizi gastronomici di Giorgio Bocca, I «testaroli» per le occasioni”) was written by Mario Ferrari and was published in the Italian newspaper La Nazione on June 9 of the same year, while the third text was published in the Italian newspaper Il Corriere Apuano on March 17, 2018, without signature. The three texts consist of 2,651 words. The purpose of translating these texts is to publish them in the newspaper Kathimerini, in the column of Gastronomos. At the same time, when commenting on the translation, different levels of speech will be analyzed, such as the syntax, the style (whether it is formal or informal, whether it had to be changed or not) and the specific terms (how they were translated into the target language). Also, the translation choices will be analyzed and documented, where this is deemed necessary.

The present thesis, entitled The Absurdity of Terrorism and the Management of Mourning in Novels Ωστικό κύμα (Blast) by Nikos Davvetas and Τρομοκρατικό χτύπημα (L’attentat) by Yasmina Khandra, was prepared by Penelope Mavrommatidou, a postgraduate student of the Interdepartmental Postgraduate Course Program in “European Literature and Culture”, under the supervision of Dr Aikaterini Spyropoulou and co-supervision of Professor Zoe Detsi. The thesis aims to investigate the presentation of terrorism absurdity and mourning management in both novels. The myths share many similarities, although they are set in very different contexts. For example, the principal characters were told that beloved persons were killed in bombing attacks. More specifically, the wife of famous surgeon Amin, a Palestinian with Israeli citizenship, lost her life in a bombing attack in the first novel and the son of an ordinary divorced Greek housewife Despina, a student in England, was killed in another bombing attack in the second novel. Both Amin’s wife and Despina’s son were victims and simultaneously perpetrators. This discovery marks the beginning of a painful mental process for the two principal characters in which they try to accept and manage the traumatic event. Thus, the concepts of trauma and mourning emerge as thematic cores in the two novels. The first part of thesis presents the concepts of terrorism, identity, trauma, and mourning, which play an essential role. The second part explores how the sense of identity loss pushes the characters into acts of violence, such as Islamic terrorism in both novels, which triggers more violence and therefore does not offer any solution but yields absurdity. The third part examines how the principal characters in the novels react to trauma, which causes an identity crisis. The thesis aim is to show that trauma management ultimately leads the principal characters to make choices and take decisions that converge in favor of life and hope.

This thesis explores the relationship between psychological trauma of political exiles-refugees of the Civil War and the function of narration, through the comparative study of Elena Chouzouri’s novel Cotton Motherland and Alki Zei’s Achilles’ Fiancee. The current study relies on theoretical tools deriving from psychoanalysis and, in particular, from the theories of Sigmund Freud and Jacques Lacan about trauma and the role of narration. Examining the way in which trauma is represented in the two novels through narration-language constitutes the fundamental axis of this study. Through the analysis conclusions are drawn on the healing function of narration regarding the management of trauma and its impact on the construction of identity of the two main characters.

In this master thesis, completed within the framework of the Joint Postgraduate Studies programme (J.P.P.S.) “Conference Interpreting and Translation” (Course: Translation) we conduct an annotated translation of the conference paper “Visual Impairment and Presence: Measuring the Effect of Audio Description”, by Louise Fryer and Jonathan Freeman. The thesis in question focuses on audio description, which consists one of the newest members of Audiovisual Translation. Initially, we aim at familiarizing the reader with the subject-matter, i.e. audio description. In the first section, the main pillars of this accessibility service are being presented (target audience, content, mode of execution), as well as a brief historical overview of important people and events that led to the emergence and evolution of audio description worldwide. Then, the current European legislation and statistics of visually impaired people are referenced, demonstrating the crucial role that this service plays. Moving on, the pre-translation analysis of the source text is performed, during which the communicative purpose and the contextual knowledge required by the target audience are recognized, while a textual and linguistic analysis of the source text is performed. At this point, both the translation brief and the translation strategy that govern the target text are presented, as well. In the next sections, the source text along with its corresponding translation are presented, followed by the glossary with the extracted terminology and its documentation. Towards the end, the main translation problems and difficulties encountered by the translator during the translation process are presented and the decisions that led to the final result are analyzed.

The present thesis is an annotated translation from English into Greek of an excerpt from the article “Ameliorating quality issues in live subtitling” by Andrew Lambourne. In this article, the author examines the quality issues of live subtitling and especially those of a new type called respeaking, and he also explores the possibilities of ameliorating live subtitling services as a means of enhancing accessibility for deaf and hard of hearing individuals to audiovisual content. The present thesis aims to explore this recent type of audiovisual translation, to emphasize its role in promoting accessibility and to examine the terminology of the specific field, which has not yet been standardized. The thesis consists of four main parts. The first part consists of a brief presentation of respeaking and the relevant research on the field. Moreover, there is the analysis of the translation theory and the translation brief, as well as the analysis of the source text, in order to define the communicative situation of the text. The second part consists of the source text presented side-by-side with its translation. In the third part, there is the glossary of terms and the terminology documentation, as well as the terminology research that was conducted at an early stage. Finally, the last part consists of the analysis of the most important translation difficulties and problems, as well as the translation techniques that were used for their resolution.

This thesis is a comparative study on the novels Lolita by Vladimir Nabokov and Notes on a Scandal by Zoe Heller. The main protagonists are examined, in pairs, in order to better understand the terms “victim” and “victimiser” and how one person can, according to their environment, be the one, the other or even both. The thesis provides an overview of the two novels and examines two main themes, the narrator’s unreliability, a literary device originally coined by Wayne Booth, and power relations, a theory introduced by Michel Foucault. In the first part of the thesis, with the help of the unreliable narrator’s literary device, it was examined how the narrators use their unreliability in order to hide their madness and obsessive behaviours from their readership and to legitimize the crime of pederasty. In the second part, with the help of the power relations theory, the relations between the main protagonists and the minors, as well as the rest of the characters, were examined and analyzed based on societal and gender based criteria, and this thesis proved that the power relations the victimisers form differ because of their place in the patriarchal society.

Brandalism is a modern phenomenon and a form of street art, and therefore a means of social commentary and implicit yet public ideology expression (Chiotis, 2015). This political activism aims to awaken public opinion on current and timeless issues that concern society, such as the environment, labor rights, human rights, consumerism, gender equality. Brandalism, which has given rise mainly to new social entities and collectivities, uses multimodal material (posters, videos, graffiti, etc.), often 'vandalizing' the existing one, and through intertextuality tries to reverse the message and overthrow any established. In this sense, it can be included in the context of transcreation as a more creative intralingual and intersemiotic translation (Jakobson, 1959), adapted to the specific purpose. Starting from the recipient's cognitive synapses, and to the extent to which their cognitive background allows, brandalism seeks to alter them and eventually create new diametrically opposed synapses. The aim of this essay is to examine the relationship between brandalism and translation within the above-mentioned meaning, as well as to show the function of intertextuality and its role as a means of achieving the goals of brandalism through the study of multimodal material. To this end, posters using English, Italian and Greek language were investigated respectively in three case studies, the analysis of which showed the intense use of intertextuality and multimodality, structuring jointly the meaning of these posters.

The present study discusses Rene Girard’s theory of triangular desire and its reflection on the desires of Philip Roth’s novel characters, namely those encountered in The Human Stain (2000) and The Dying Animal (2001). In his seminal work Deceit, Desire and the Novel (1965), Girard supports that the vast majority of human desires are not individual but they derive from imitation (mimesis). According to the geometric metaphor used by the French scholar, desire resembles a triangular diagram in which the main nodes are the Subject, the Object and the Mediator of desire. The “pillar” of this tripartite structure is the Mediator, who constitutes the model to be imitated by the Subject and the main factor that controls the value of the desired Object at the same time. According to Girard, literary characters are entangled in relationships of mediation which are decisive for their actions and emotions. Moreover, all their desires are encapsulated in their wish to become the Mediator, who is elevated to a godly status in the eyes of the Subject. The present research paper focuses on the study of the central and secondary literary characters’ mimetic desires in Roth’s aforementioned novels. In the case of The Dying Animal, the mediated desire is manifested as pure erotic, sexual passion which entangles the protagonists in a competitive arena of double mediation. In The Human Stain the existential desires of the characters are readjusted, the relevant triangles of desire are reformed and desire is proved to be a crucial component of their fluid, constructed personal identity. In each case, the selection of the Mediator by the Subject and the consequent types of mediation are examined. The social implications regarding the selection of the Mediator by each literary hero in the American contemporary context, which offers the temporal, spatial and socio-historical frame to both Roth’s novels, also constitute a focal point of this paper.

The title of this paper is "Greek Crisis, Memory and Identity on “Noir” Backdrop". It examines two detective novels, Der gro?e Plan by Wolfgang Schorlau and Closing Credits by Petros Markaris. The main research points are already described in the title: Greek Crisis, Memory and Identity. It critically invstigates a) the representation of the Greek Crisis that severely affects the country since 2009, b) its connections to the past, the Nazi Occupation of Greece and the Greek Civil War, c) the relation of the novels to wider issues of national and hybrid identity. The novels are read as a) social crime novels, b) historical crime novels and c) as novels that present affinities to the post-colonial novel and to world literature. By this triple reading the following patterns and conclusions are highlighted: a) both novels are examples of the hybridity that characterises the contemporary crime fiction, b) they express their complex content through a complex narrative with plenty of intertextual and experimental elements, c) they manage to present complex issues and notions in a simple and easy to understand manner, revealing the importance of crime fiction in popular culture as a means of public intervention.

Women's participation in terrorism constitutes an increasing phenomenon and as such it could not be absent from literature. The study of female terrorist’s identity is a useful tool as it can help revealing the motivation and understanding the mentality of women who decide to accede in a world of violence. In Doris Lessing's The Good Terrorist and Yasmina Khadra’s The Attack the protagonists are women who get involved in terrorism from a different base and forge their own path in its darkness. In Lessing’s novel we see a sensitive, traumatized female figure with only superficial action, whereas Khadra presents us with a more criminal and daring version of the woman terrorist. These opposing aspects of the female terrorist’s identity, as they are depicted in the two novels, derive from the writers’ different experiences and their gender contrast. In particular, it is proved that Lessing’s female writing style ascribes characteristics which are commonly seen in the female mentality and identity to the novel’s protagonist, while Khadra creates a female character with more male traits. The study of sexual, gendered, personal, social and ethnic identity, along with the external influences that it receives during its formation, contributes to the projection of two interesting versions of the female terrorist in the field of literary creation and helps in confuting the stereotypes that keep women away from the male-dominated areas.

The main objective of this thesis was the comparative analysis of seven literary texts on the Holocaust that can be read by or to children aged between 6 and 12. As the study refers to the Greek speaking public, the Greek language and edition was a priority. We dealt with seven opuses, all of which were recent editions. Two of them were written by Greek authors (The yellow hats, My little star), three by Italians (A girl in Auschwitz, Auschwitz suitcases, Hanna never closes her eyes), one by a British (The Star Houses. A Story from the Holocaust) and one by an American (Erika’s Story). Initially, we focused on the unique and special character of the Holocaust, on its broad subject area and on the various subjects it addresses, factors which explain why the historicity of any literary text on the subject is highly estimated. The analysis of intertextual and outertextual (‘paratextual’) elements of the seven literary texts led to their division into two reference age groups: the juniors and the youngsters. Historical veritability, its representation and the resolution of the story were examined separately for each of the two groups, because of differentiations related to the age during which they were observed. Consequently, we explored the eventual employment of the literary texts in Primary Education teaching. Moreover, we noted the long lasting hushing or underestimation of the Holocaust in the Greek Primary Education Curricula and the change in the official attitude to the matter during the last three years. Finally, the study includes suggestions on educational activities concerning 6 to 12 year-old children, stimulated by the seven literary texts under study, parallel texts (artworks of literature, painting, photography and cinema) and ideas of developing pertinent Projects in Primary Schools.

The detective novel has been a literary genre which has developed through time and has been broadly accepted. Its beginnings are traced in the 19th century with Edgar Allan Poe who has been considered the founder of the detective story. This dissertation aims at examining Poe’s contribution to the establishment of the genre and researching the elements that make up the detective novel, as they were defined by the author. The main thematic axis of this dissertation is the comparative study of Poe’s detective story The Murders in the Rue Morgue (1841) and the novel A Study in Scarlet (1887) by Arthur Conan Doyle, who has been a major successor of Poe. The purpose of this study is to explore the characteristics, the differences and the similarities between the authors’ characters - heroes, C. Auguste Dupin and Sherlock Holmes. Through this comparison, it will be argued that the social conditions, the ideologies and the theories of each historical period had a great impact on the authors. Moreover, it will be shown that Doyle was influenced by Poe in the formulation of his hero - detective and in the way in which he incorporated and/ or adapted the fundamental elements of the detective stories, while developing his own writing style. The contribution of both writers to the establishment and development of the detective novel has been highly important up to now.

The present paper entitled "Yasmina Khadra’s L’ Attentat and Maurice Attia’s Alger La Noire: The Formation of Identity and the Literature of Terrorism" was prepared by Aikaterini Sainatoudi, a postgraduate student of the Interdisciplinary Program of Studies of the School of English of the Aristotle University of Thessaloniki (European Culture) under the supervision of Mrs. Aikaterini Spyropoulou and Professor Zoe Detsi and it was completed in September 2020. The aim of this paper is to explore and highlight issues of global interest, such as the formation of identity in the context of multicultural societies. The investigation is carried out through the actions and thoughts of the protagonists of two French-language novels which belong to the category of terrorism literature and the noir detective novel. The novels are Yasmina Khadra's L’ Attentat (2005) and Maurice Attia's Alger La Noire (2006). The aim of the paper is to show the perspective of the issues mentioned above through the literary writing of the two authors.

The present thesis is an annotated translation from English into Greek of excerpts from the article “The Children’s Hour: Masculine Redemption in Contemporary Film” by Michael Kimmel. The author examines the representation of masculinity in contemporary Hollywood films against the background of transformations that have been taking place in the field of gender identity since the 1980s. The aim of the thesis is to produce a translated text that corresponds closely to the original in terms of content and style. To this end, the translation strategy has been developed according to the translation brief, the communicative situation, the text type, as well as the communicative purpose and the pragmatic and stylistic features of the source text. From a translational perspective, the original text is particularly interesting in that it echoes an interdisciplinary approach towards Men’s Studies, which in turn results in an intriguing coexistence of terms used in different fields of the humanities. The thesis is organised as follows: A brief overview of the subject area of Men’s Studies, along with the source text vis-a-vis the target text, the glossary of terms, and the documentation of terminology are presented in the first part. Subsequently, an analysis of the linguistic and textual features of the original text is provided, as well as a discussion on the terminology and documentation. Finally, the main difficulties which arose during the translation process on the lexical, morphosyntactic, stylistic, and pragmatic level are presented in the last section of the thesis. The translation choices made are justified by drawing upon related translation theories.

H παρούσα διπλωματική εργασία αποτελεί σχολιασμένη μετάφραση από την αγγλική στην ελληνική επιλεγμένων αποσπασμάτων από το επιστημονικό άρθρο με τίτλο «Electrodermal activity as a measure of emotions in media accessibility research: methodological considerations», με συγγραφείς τους Anna Matamala, Olga Soler-Vilageliu, Gonzalo Iturregui-Gallardo , Anna Jankowska, Jorge-Luis Mendez-Ulrich και Anna Serrano Ratera, το οποίο δημοσιεύτηκε τον Ιανουάριο του 2020 στο Τεύχος 33 του περιοδικού Τhe Journal of Specialised Translation. Σκοπός του άρθρου είναι να προτείνει τη χρήση της ηλεκτροδερμικής δραστηριότητας ως αντικειμενικό τρόπο μέτρησης σε επιστημονικές έρευνες με θέμα την προσβασιμότητα στο οπτικοακουστικό υλικό. Η εργασία είναι δομημένη σε έξι ενότητες. Στην πρώτη ενότητα γίνεται μία εισαγωγή στο θέμα της ηλεκτροδερμικής δραστηριότητας και των εφαρμογών της. Επιπλέον αναλύεται το είδος και η λειτουργία του Κειμένου – Πηγή και του δια-επιστημονικού χαρακτήρα του. Ακολουθεί η αντιστοιχισμένη μετάφραση και το γλωσσάρι των όρων που αποδελτιώθηκαν από το Κείμενο – Πηγή. Στην τέταρτη ενότητα παρουσιάζεται η τεκμηρίωση των 60 όρων που αποδελτιώθηκαν, με ορισμό και συγκείμενο, μαζί με τις πηγές τους, τόσο στην ελληνική όσο και στην αγγλική. Ακολουθεί μία σύντομη παρουσίαση της διαδικασίας ορολογικής έρευνας και τεκμηρίωσης και στην έκτη ενότητα γίνεται ανάλυση των μεταφραστικών προβλημάτων και δυσκολιών που ανέκυψαν κατά τη διάρκεια της μεταφραστικής διαδικασίας. Σκοπός της παρούσας εργασίας είναι να παρουσιάσει τα ζητήματα με τα οποία έρχεται αντιμέτωπη μία μεταφράστρια όταν καλείται να μεταφράσει επιστημονικά κείμενα που συνδυάζουν όρους από ποικίλα επιστημονικά πεδία, όπως για παράδειγμα αυτά της ιατρικής, της τεχνολογίας και της μεταφρασεολογίας, ενώ παράλληλα παρουσιάζει, μέσω της θεματικής του Κειμένου – Πηγή, τις πιο πρόσφατες εξελίξεις στην έρευνα στον τομέα της οπτικοακουστικής μετάφρασης.

The aim of the present thesis is the translation of a financial text from English into Greek. We analyzed the source text based on the Translation bibliography and we defined the Skopos (aim) of the target text. Then, we translated the text, identified the terminology and presented the sources. Furthermore, we displayed the translation strategy used as well as the methodology used for the terminology and for the translation of a cohesive and coherent text. Finally, we noted indicative examples of translation problems and difficulties providing the necessary sources.

The present thesis is an annotated translation from English into Greek of an excerpt from the article “Creating wealth through debt” by Michael Hudson. In this article, the author explores the concept of debt in relation to wealth creation and analyzes the development of Capitalism in the Western World, considering various economic theories. This thesis consists of two parts, a theoretical and a practical one. The theoretical part analyzes the translation theory on which the translation was based, the translation brief and the translation strategy used. At the end of this part, the source text is analyzed in terms of vocabulary, syntax, and style, in relation to the source text’s communicative situation. The second part of the thesis consists of the original text, presented opposite to its translation, the glossary of terms, the terminology documentation, and the analysis of the most important translation difficulties. Aim of the present thesis is the creation of a functional and equivalent translation of the source text, taking into account the communicative situation, the text type, the text’s purpose as well as the pragmatics of the text. Finally, an attempt is made to present some of the basic characteristics of the translation of economic texts and some of the problems the translator is called upon to solve.

This study aims to record and analyze the rendition of the geographical dialect in the dubbing and subtitling of Disney and Pixar’s animation film, Brave (2012), in addition with the presentation of the characters of the film, based on their gender as it is reflected in the language they use. This film is an ideal example for the study of the treatment of geographical dialects in audiovisual translation, as it is the only Disney film in which all characters speak a different language variety other than the standard English language in the original version. Moreover, Brave (2012) is one of the first Disney films which belong to the second generation of Disney Princesses and as a result, it conforms with the new standards of the fourth feminist wave, presenting a new, independent and fierce princess, who has nothing in common with her predecessors. The analysis of the gender language elements was based on Lakoff’s (1975) model and categorization of female and male language. The treatment and translation of the geographical dialect was analyzed through the translation techniques that are used in the rendition of the cultural element, according to Grammenidis (2009), Baker (1992), Newmark (1988) and Dimitroulia & Kndrotis (2015). The ultimate aim of this study is to contribute to the dialogue for the translation of geographical dialects and gender in language in Greek that is still, as it arises from the Greek literature, at an initial stage.

This dissertation includes an annotated translation of two segments from the book “Malignant Self Love: Narcissism Revisited” by author and psychologist Sam Vaknin. The work focuses on Narcissistic Personality Disorder, a psychiatric disorder characterized by an enlarged sense of self-worth and a lack of empathy for others. Vaknin attempts to present the various aspects of this disorder, and explain the motives behind the controlling and egoistic behavior that patients exhibit. Narcissism is a psychological and psychiatric phenomenon that has been greatly misunderstood, and many false notions exist about it. One of the authors goals is to clarify and debunk such misconceptions. Considering that the source text often performs a balancing act between scientific language and popularized science, another goal of this dissertation is to investigate the degree of frequency for scientific terminology, as well as the ability for specialized and non-specialized elements to co-exist within a text. The first part of the dissertation introduces the source text, the subject of the source text and the annotated, side-by-side translation in Greek. The second part includes a glossary and a documentation of terms with reference to sources. The final part is a discussion on the terminology research and the various difficulties encountered with regards to translation in practice and theory.

The present thesis is an annotated translation from English into Greek of three excerpts from the article “The world as gallery, conceptualism and global neo-avant-garde” published in the journal New Left Review, by Zoe Sutherland. The author of the article studies Conceptual Art, its birth and flourishing, as the global art par excellence. This thesis consists of a theoretical and a practical part. The first one approaches the history of Conceptual art and the relation of the History of art to the theory and the act of translation. Moreover, it studies every dimension of the source text, in linguistic level. In this part, we can find the translation brief, on which the translation strategy was based. The practical part of the thesis consists of the original text, presented opposite to its translation, the glossary of terms, the terminology documentation, and the analysis of the most important translation difficulties. The aim of the present thesis is the creation of a functional and equivalent translation of the text, taking into account the communicative situation, the text type, the text’s purpose. Τhis thesis highlights how interesting this precise field is and, from a terminological and phraseological standpoint, it is now obvious that this area is underexplored. Actually, it is a great opportunity for the future researcher.

The present master's thesis is an annotated translation of two extracts, from the book "Sweet Nothings: Notes and Texts" written by the painter and author, Marlene Dumas. The aim of this master's thesis is the production of a functional and equivalent translation from English to Greek within a specific context, set by the translation brief (according to Christiane Nord's theory). The act of translating these two extracts (titled "Why do I Write (About Art)" and "Blind Spots"), highlights the problematics of terminology, as well as the problematics of expression, pragmatics, and intertextuality within these texts. From a terminological standpoint as well as a theoretical one, the field of visual arts is still an obscure and underexplored area by the Greek readership, even more so, when this field is analyzed through the viewpoint of the artist herself. The multidisciplinary, terminological, and general background of these extracts emphasize the multifariousness of the field of art and specifically the field of painting, an element that is evident within the terminological documentation and translation challenges chapters of this thesis. Translating the idiosyncratic expressive medium of Dumas, as well as the elements of intertextuality and pragmatics that define her texts, has given rise to the re-examination of notions and terms that pertain to the field of visual arts.

The present thesis is an annotated translation from English into Greek of selected excerpts from the scientific article entitled "The species Severe acute respiratory syndrome-related coronavirus", which was written by the Coronaviridae Research Group of the International Committee on the Taxonomy of Viruses and was published in the Nature Microbiology journal. The article addresses the issue of virus classification and nomenclature, in light of the global outbreak of the SARS-CoV-2 virus, as well as the need to place the virus within the taxonomic hierarchy of viruses by giving it an appropriate name. The aim of this annotated translation as a thesis is “to produce a functional and semantically correct translation that could potentially be published as a final product in a publication equivalent to that of the source language.” The thesis consists of a theoretical and of a practical part. In the theoretical part, the system of virus taxonomy and nomenclature, along with the social background of the SARS-CoV-2 virus are being discussed. In addition, every dimension of the source text is being analysed – in terms of subject matter, in terms of its communicative context, as well as at a textual and linguistic level. In the practical part, the translation is being presented in correspondence with the original text, followed by a glossary of terms utilized in the text. The terms are then documented with references to the related sources. Finally, some of the difficulties and problems encountered during the translation process –at the lexical, stylistic, morphosyntactic and pragmatic levels– are being described, along with the techniques and solutions chosen to overcome them. The present thesis highlights the need for a congruent development of language and terminology in order to meet the needs created by scientific developments and discoveries. The translator must overcome the problem that is posed by the novelty of certain terms and use all available tools to decode them.

The aim of the present thesis was, on the one hand, the translation of passages from a specialized pharmaceutical text and, on the other hand, the analysis of the translation choices in the form of a reflective commentary. As far as the ST is concerned, it is the European Medical Association’s (EMA) European Public Assessment Report (EPAR) for the drug Recarbrio. In the thesis’ first chapter there is a source text (ST) analysis regarding the text’s type and communicative function, as well as other key parameters, decisive for the translation process. In the second chapter there is a side by side ST and target text (TT) display. The term “TT” is used to describe the ST translation from English (source language, SL) to Greek (target language, TL). In the third chapter there is the Glossary with the text’s specialized English terms along with their Greek equivalents. The Glossary is followed by the terms’ analysis, which is conducted based on the scientific literature that is cited in the Appendix. The identification, analysis, and handling of the translation problems ¬–presented in the thesis’ fourth chapter– are also based on the scientific literature cited in the Appendix.

The present dissertation is an annotated translation from French into Greek of an extract of a legal article entitled “Responsabilite penale” by Luc Vilar which was published in the electronic edition of a widely known French encyclopedia. The source text is mainly a brief comparative analysis of the conditions under which criminal responsibility is applied-and perceived- according to French law on the one hand and English law on the other. Along with the main differences in terms of criminal procedure, legislation and judicial thought between common and continental legal systems, the author enters in the fields of criminology and psychiatry and refers to contemporary and historical trends by which the criminal offender is classified while contemplating at the same time his social background in relation to his criminal activity. The translation of the source text aims to be published in a Greek scientific journal promoting interdisciplinary knowledge. Along with the main text the reader has access to a bilingual glossary of terms and information about each legal concept addressed. Along with the Greek and French definition of terms, in many cases the definition of terms is given in English along with its concept in common law. In the last chapter of the essay the methodological approach is explained as well as a brief analysis of some translation difficulties encountered during the translation process and some terms in particular. The present dissertation attempts to be a useful read both for readers with a law degree (lawyers, law practitioners, etc) and the general public.

Entertainment has always been a core part of human nature and the element of play has contributed significantly to the development of culture (Huizinga, 1938). Due to their multimodal nature and their ability to immerse players in the virtual world, videogames have managed to take the audiences by storm and create one of the most, if not the most, profitable industries up to date (ESA, 2019). Inevitably, this fact created the need for translation and localisation, in order to cater to the needs of an ever-growing target audience. However, in stark contrast with the appeal of videogames, one can argue that little academic research seems to be conducted on the topic of videogame localisation on a global scale (O’Hagan, 2019). The present Master’s dissertation seeks to provide an overview on the topic of videogame localisation in Greek by drawing on examples from League of Legends (2009) and explore whether the choices of the translators can hinder or enhance the player experience and the feeling of immersion. In light of the above, the present dissertation introduces a qualitative study of 10 diverse League of Legends players, who participated in semi-structured interviews in an attempt to volunteer their opinions on the topic by providing feedback on selected quotes in written and audio format.

This dissertation is an annotated translation of a scientific text from English into Greek and, in particular, a translation of excerpts from the article entitled ‘’Post-traumatic stress disorder and depression among Syrian refugees residing in the Kurdistan region of Iraq’’ which was written by the scientists Harem Nareeman Mahmood, Hawkar Ibrahim, Katharina Goessmann, Azad Ali Ismail and Frank Neuner, and published in the electronic medical journal Conflict and Health on 8th November 2019. The issue addressed in this article is post-traumatic stress disorder (PTSD) and depression among Syrian refugees residing in the Kurdistan region of Iraq. In particular, it describes a study conducted in 2017 by a team of psychologists and social workers by means of interviews and validated instruments on 988 Syrian Kurdish refugees residing in a camp in the Kurdistan Region of Iraq. The aim of the study is to estimate the presence of symptoms of PTSD and depression among those individuals. The present dissertation is structured in sections in which the source text (ST) and the target text (TT) are presented respectively, the most basic terms of the ST are indexed by recording them in a glossary in alphabetical order and documented by quoting a definition or, failing that, by an explanatory context, in both the source language (SL) and the target language (TT), as well as by quoting the sources from which they were derived, the stages of the translation process followed are detailed, and finally, the main problems that arose during the translation process are presented.

The present dissertation is the annotated translation from Spanish into Greek of the excerpt titled “Ficciones somaticas. La invencion de las hormonas sexuales” from the book Testo yonqui: Sexo, drogas y biopolitica (Barcelona, 2020) by the Spanish author Paul B. Preciado. The excerpt discusses the discovery of the sexual hormones and their subsequent synthetic fabrication, that play the role of a dispositive of subjectivation that converts the body into capital in the pharmacopornographic era. Thus, the natural becomes synthetic changing the way in which gender as well as sexuality and sexual identity are perceived. The aim of this dissertation, apart from the translation, is the documentation of the terminology as well as the analysis of the translation problems

The present thesis was conducted in collaboration with the Terminology Coordination Unit of the European Parliament (Termcoord) and is part of the YOUR TERM CULT program, which aims to collect and document terminology in the field of culture and more specifically the European Capitals of Culture programme. The aim of the present thesis was to search for equivalent terms and documentation data, in Greek and English, of the terms included in the existing termbase in French, created by the research team of ISIT. There was also an attempt to search for definition or context, in English, for the above terms. For the purposes of our research, we created corpora, Sketch Engine tool to both document the terms and search for definition/context. The results of our work were organized into an ontology in Excel format. Our study includes the presentation of the study area, the methodology adopted, the tools used for corpus management, a detailed description of the different stages of our research and appendices of both corpuses and the ontology in Excel format created with the results of our work.

This thesis examines the construction of identity in artificially produced creatures. It focuses on the clones in Kazuo Ishiguro’s novel Never Let Me Go and the androids in HBO’s TV show Westworld, in order to prove that the formation of their identity mirrors the way human identity is formed. More specifically, in both cases, the readers and the viewers, respectively, observe the main characters develop and establish their selfhood based on elements that characterize human identity construction, like memory and the mirror. The above view is supported by a psychoanalytic reading: on the one hand, the theories of Sigmund Freud regarding memory, dreams, consciousness and the unconscious mind, and on the other hand, Jacques Lacan’s mirror theory and its implications for the formation of human identity.

The aim of this paper was to study transcreation, a new practice in the translation field that is being used especially in the advertising and marketing field. At first, a theoretical approach of transcreation was attempted with the citation of relevant bibliographical references. At this point, the terminology that was used in this paper was also listed. Additionally, a case study was conducted, during which we compared two advertising campaigns of the company P&G (Always). The first advertising campaign is in English and the other one is the result of its transcreation for the Greek market (“End period poverty”-“Don’t be absent”). The two campaigns were studied in microlevel and macrolevel, while at the same time similarities and differences at the verbal and visual elements of the campaigns were located. Lastly, a paratext, taken from an advertisement with the same subject and objective but within a different context, was also commented.

The aim of the present thesis under the title “Commenting Interpreting process within the internship of the Interpreting course of the Joint Postgraduate Studies Programme (J.P.P.S.) “Conference Interpreting and Translation”, with emphasis on the interpreter’s preparation and the difficulties that might arise while interpreting” is to analyze the way an interpreter prepares him/herself and the different kinds of difficulties he/she copes with before and during the interpreting process, from the author’s point of view based on her internship experience. This thesis is structured as follows: it comprises an introduction with a brief theoretical analysis, four chapters about the various events that formed the author’s internship, the review of the internship as conclusion, the bibliography with the relevant sources and finally the appendix, where extracts from the material and glossaries used for each event as well as the assessment forms can be found. The explicit conclusion the present thesis draws, is that before anything else, preparation is the key to a successful interpreting and confrontation of the multilevel challenges which are directly linked to this activity.

The current thesis aims to describe the difficulties of an interpreter during her practicum in the context of her MA in Conference Interpreting in the Aristoteles University of Thessaloniki. The student has worked as a conference interpreter in various occasions. Among others: at the Thessaloniki Public Radio Station (ERT) in the context of the Thessaloniki International Documentary Festival and the Thessaloniki International Book Fair, as well as in the International Conference “Everything Flows: Change in the Therapeutic Community for Addiction” in the Concert Hall of Thessaloniki. Through this thesis, the student has tried to show the role of a conference interpreter, as well as to highlight their needs and difficulties within different settings. In order to achieve this objective, the writer has combined the bibliography with her own valuable experience.

The main concern of my thesis focuses on the cruel practice of female genital mutilation (FGM), through the critical analysis of the novel, Possessing the Secret of Joy (1992) by Alice Walker and of the autobiography, Desert Flower (1998) by Waris Dirie. Precisely, the cultural ritual of infibulation will constitute the axis around which both life stories of the heroines (Tashi and Waris respectively), will be unraveled. My objective is to scrutinize the kinds of torment, which veritably shape the lives of African women and the excruciating suffering females endure as the outcome of female genital cutting. Although literary dramatizations of the traditional ritualized practice of FGM, these two narratives offer readers essential details from the lives of African girls who undergo infibulation. They explore and expose the horrendous ramifications of infibulation on the physical, mental, and psychic health of African females. Both books deal with the tremendous consequences of this practice and expose the deception and exploitation of females, their physical suffering and mental incarceration, as well as the deterioration of their health and the damage to their sexuality. Besides the tradition of female circumcision, the patriarchal social order in both the Olinka and Somali tribes further dictates the permissible areas of female activity, which are limited to the domestic sphere, to certain communal areas, and to farms where women tend their crops. The male elders who determine the destiny of the female members keep girls and women powerless and ignorant. In fact, in both the Olinka and Somali cultures, the father figures are deceitful and reticent about the customs and traditions that regulate the life of tribe and try to the sustain their power at any expense.

John Keats’s theories of Negative Capability and the chameleonic poetical character are the foundations of his poetry. The poet proposes a fluid perception of things, ideas, and conventions prone to shifts and adjustments that occur at “a state of uncertainties and doubts” (Forman 71), as he himself wrote. Keats’s aesthetic beliefs, which were influenced by his association with the radical Cockney circle of poets, grant rich interpretive paths to his poetry. The goal of this thesis is to examine how in his late romance poems Lamia, Isabella, and The Eve of St. Agnes (1820) Keats expresses a pioneering gender ambivalence through underlying, but perceptible, attacks on social conventions, and prejudices that constrict people by shaping and reinforcing binary perceptions of gender. Keats’s characters in the three romances exhibit features and behaviors that challenge and subvert the traditional gender roles, as those were constructed in the early nineteenth century. The thesis investigates these challenging propositions viewing them as extensions of Mary Wollstonecraft’s proto-feminist theories. The argument is substantiated by drawing connections to the ideas expressed in Keats’s life letters, influenced by Cockney politics, viewing how they are realized in his so-called “new Romances”.

Chretien de Troyes (1135-1185) is most predominantly known for his work on the legends that surround King Arthur and his court, and its dissemination across Europe, long before Sir Thomas Malory’s (1415-1471) famed Le Morte d’Arthur. While de Troyes’ poems focus mostly on several knights of the Round Table, such as Lancelot, Perceval or Yvain, rather than Arthur himself, the poet treats his characters with the same importance, the same human vice. For it is their actions, choices and fates they display that frame their function as symbols, knight-errants, courtiers and lovers. However, the question whether they act on their own volition or according to that of the limitations of their social status can only be discussed by their overall perception as social and individual agents. Therefore, this dissertation will attempt to explore the choices and the agency of certain characters of the Arthurian Circle; the extent to which they act as individuals and the point where their sense of free will is socially conditioned. While this conflict of free will and social restriction is featured in many of de Troyes’ works, it is most evidently displayed in Lancelot, the Knight of Cart and The Story of the Grail. The theoretical material that will be employed will focus on the difference that develops between individual and social agency in the two poems. Georg Wilhelm Friedrich Hegel’s The Phenomenology of Spirit and Arthur Schopenhauer’s theories of perception and ethics (in the works The World as Will and Representation and “On the Freedom of the Will”) will feature heavily in this discussion, since they will provide the basis of the theoretical foothold. Essentially, this dissertation will disentangle numerous scenes from both narratives and determine the basis of the characters’ agency and free will. The importance of this analysis lies in its contribution to the literary, political, philosophical and psychological appreciation of de Troyes’ verse in contemporary society, by showcasing that questions of free will and social individuality were inherent in the literature of the Middle Ages as well.

In recent years cognitive linguists working within the Conceptual Metaphor Theory framework have shifted their attention from the verbal instantiations of metaphor, as well as other figures, to the study of multimodal instantiations of those cognitive mechanisms (Duignan et al., 2004; Fahlenbrach, 2008; Coegnarts & Kravanja, 2012; among many others). As Forceville (1996: 1) notes the claim that metaphor is a conceptual and not a linguistic phenomenon traces as far back as the seminal book Metaphors We Live By by Lakoff & Johnson, however not much attention has been paid to it. Following this trend and applying the insights of Conceptual Metaphor Theory pertaining to multimodality, many scholars have taken up the study of figurativity in the domain of advertising. This study builds on those previous inquiries, but shifts the focus further away from traditional advertising platforms like TV (Forceville, 2007; Urios-Aparisi, 2009) or print media (Hidalgo-Downing & Mujic, 2011; Perez-Sobrino et al., 2018). Instead it focuses on Youtube advertising, through the discussion of the Samsung Galaxy S10 series commercial (available at: https://www.youtube.com/watch?v=ZCfgkIyD9g0&t=17s; retrieved 19/11/2019). With less restrictions than conventional media, Youtube has effectively become one of the most relevant advertising platforms. The present study examines the cluster of figurative mechanisms (metaphors and metonymies) that pervades this piece of discourse, and attempts to answer the following questions: a) Which modes are used to cue figurativity in a Youtube commercial? b) Do these modes interact with one another, and if so c) to what end? Every advertiser intends to convey certain positive inferences about a product (or a brand) so making these inferences salient is really important. In line with that we would expect the presence of many different modes that provide access to and make prominent the central metaphoric scenario in the ad. The advertiser shall at least make use of the verbal, visual, color and music mode, but others might emerge as well. As implicitly stated above, all of these modes should work as an indivisible whole in the sense that each contributes as a cue to support and provide salience to the “systematic” metaphtonymic scenario (SAMSUNG GALAXY S10 STANDS FOR) SAMSUNG IS THE FUTURE that runs through the whole commercial and constrains its interpretation (Gibbs & Cameron, 2008: 71-72)

The notion of mutability conditions everything in the world to constant change, regardless of ethical categories. It relates to the concepts of fluidity and necessity. For the Romantics, it manifests chiefly in poetry. One can trace its influence in ode poems of John Keats, especially when read in a sequence. In the “Ode on Indolence,” the poet fluctuates between inactivity and mental stimulation chiefly inspired by thoughts of poetry, while in the “Ode to Psyche” he resolves to restore a forgotten ideal through his poetry. Next in my analysis is the “Ode on a Grecian Urn,” in which he temporarily steps back from his role as a poet and becomes a recipient of art, contemplating mutability in the artifact. “Ode to a Nightingale” and “On Melancholy” constitute poems of inner contemplation; in the former poem Keats contemplates the end of mutability in human mortality while being in a trance-like state; in the latter, this same feeling translates to melancholy in the conscious everyday experience. In the ode “To Autumn” we see a culmination of the tendencies exhibited in the other odes, and the poet assumes a stance of acceptance and reconciliation with the forces of mutability. Through the odes, and especially through “Autumn” we see the poet personally affected but also creatively motivated by the certainty of mutability.

In this MA dissertation, we will study two works Extremely Loud and Incredibly Close (2005) by Jonathan Safran Foer and Inanimate Alice (2005) by Kate Pullinger, the ways printed literature is connected to digital literature and the reasons why printed and electronic literature can be used in the online EFL-classroom. The concepts of empathy in the form of perspective taking, character development and multimodality, as a compilation of different modes for the creation of a piece of art, will be studied along with these two works. In Foer’s case, printed literature is being reshaped by the adoption of digital elements for the effective communication of the narrative. In Pullinger’s work, we will unveil the potential of digital literature to attract digital native’s interest who tends to read less literature year after year. Multimodality will be another focal point of this dissertation once students have to feel fully immersed in an activity to learn the best way possible and multimodal literature can excite them. Last but not least, this dissertation will explore the ways these two works can be used in the online EFL classroom where the need for emotional connection and interaction is even stronger because of the physical distance between teacher-learner. In this thesis attention will be paid to the theoretical works by Henry Jenkins, N. Katherine Hayles, Cathy Davidson, Jessica Pressman, and Johanna Drucker.

The aim of this postgraduate thesis was to explore space and its relation to the re-purposing of materials and technology in William Gibson’s Neuromancer and Virtual Light. Both works are analyzed, as space and re-purposing is concerned, in separate chapters. The importance of marginal spaces, physical or virtual, is underlined since they provide unregulated and lawless spaces that are devoid of any sort of control from a central authority. This fact enables the limitless re-purposing of technological products by the urban underclass according to its needs. Furthermore, the importance of the visual element is highlighted when it comes to the definition of the surrounding space. Finally, cyberpunk aesthetics and cyberspace are touched upon along with the new approaches that they brought in the way in which we understand space and the combination of diverse elements in urban environments.

Charles Darwin’s evolution theory, which he analyzes in On the Origin of Species (1859), as well as The Descent of Man, And Selection Related to Sex (1871), fundamentally shook all pillars of human life, including science and culture. This thesis explores the palpable influence of Darwin and science on two literary works separated both temporally and geographically: R. L. Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde, published in England at 1886, and H.P. Lovecraft’s “The Shadow over Innsmouth,” published in 1936 in the United States of America. A careful comparison of these two Gothic texts indicates the existence of multiple links and similarities between them which are articulated under the strong and evident influence of Darwin’s evolution theory. The tantalizing difference between human evolution and degeneration, a topic much stirred by Darwin’s theory, can be singled out as the most noteworthy theme that both of these literary works approach. At the same time, the social background of both late Victorian England and the United States up until the late 1920s is compared and contrasted with regards to how both societies processed the implications and complications of Darwin’s evolution theory.

This study analyses the conceptual metaphors found in British and Greek press concerning the to-date refugee crisis in Europe. The refugee crisis has led to sociopolitical debates on how to tackle down the changing migration patterns and integrate the populations into the hosting societies (Murray & Mar, 2013). What motivates this research is that Greek and British press use a variety of metaphors for the refugee crisis depiction, however these metaphors indicate divergent cultural interpretations. European countries with different mentalities and attitudes towards the refugee crisis adopt a different approach to the topic. It appears to be the rule rather the exception that language use in such topics portrays the cultural national ideology around it. For this research, the corpus is comprised of metaphors found in articles deriving from four online newspapers. For the English press, articles from the Financial Times and the Guardian have been chosen and as for the Greek press, articles derived mainly from the Kathimerini and To Vima. The above newspapers have been selected because a) they have a comparatively broad database and b) they are nationally acknowledged and mostly read by the public. In order to unfold the cultural motivation of the metaphors found in the press, the conceptual metaphor theory is adopted (Lakoff & Johnson, 1980). Through that, it will be illustrated that, metaphors structure our understanding of social/political issues (Cienki, 2005). A contextual analysis will precede, introducing the research questions and the corpus of the study. A metaphor analysis will follow including the identification and interpretation of the metaphors. This will be achieved through explanations based on the use of image schemas, domains and frames (Fillmore, & Baker, 2009). At a final stage, the research will attempt to establish the ground on which a comparative analysis between metaphors, occurring in the Greek and British press, will be conducted.

Vocabulary is a vital part in foreign language learning, since it is a major indicator of a learner’s second language proficiency (Nation, 2011). Research on the field of EFL teaching suggests that during the last decades, the field of vocabulary acquisition began to gain a fundamental role in teaching methodologies, as vocabulary instruction is gradually being prioritized (Hamiloglu & Karliova, 2009). When learning a foreign language, a language coursebook acts as a major source of information and a guide for the learners. This marks the need for an analysis of the vocabulary input in EFL coursebooks, so as to assess the appropriateness of the material that each coursebook contains and view the possible implications in learning and teaching (Jimenez-Catalan & Mancebo-Francisco, 2008). In this study, the frequency lists of the vocabulary that is included in three EFL coursebooks in Greece are examined and compared with those of English native speakers, using a corpus-based approach. Three English language learning coursebooks in the context of Greek exam-oriented classes (C2 level according to the CEFR scale) were scanned and transferred to AntConc, a tool for corpus analysis used for concordancing and text analysis. The tool AntWordProfiler was also used so as to assess the vocabulary profile of the coursebooks and their complexity using as a reference samples of data from native speakers of English. The data for the language of the native speakers were extracted from the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA). Paul Nation’s first nine frequency-based word family lists which are based on data extracted from the afore-mentioned corpora were used as a reference. This study aims to outline the similarities or differences in the frequency of the lexical items included in each coursebook, as well as compare the lexical items of the coursebooks with the native English corpora. The study also seeks to assess the readability of the coursebooks and detect whether there is a degree of 6 overlap between the vocabulary contained in the coursebooks in correspondence to Nation’s frequency lists from the BNC and the COCA.

This study investigates the impact of computer-assisted language learning (CALL) on ESL/EFL learners. The purpose was twofold. First, to determine the effect of digitally-constructed activities on the written production of the passive voice, which was the linguistic focus of this study; second, to assess the degree of independent language learning that was promoted, by exploring the motivation the learners experienced, as well as, the learning strategies they implemented, while performing these digital activities. The target group of this study consisted of eleven Greek teenage learners of B1/B2 level, who practiced the passive voice by themselves at home on a number of online activities constructed for the purposes of this study. The digital tools that were used and adapted were Educaplay, Lyricstraining, Padlet, Playposit, Wizer.me, and Who Wants to Be a Millionaire. Pre and post written production tests, a questionnaire, and an interview were utilized for the collection of both qualitative and quantitative data. The results this study yielded showed that the frequency of the passive-voiced utterances increased but there were no significant improvements in the grammaticality of the formation of the passive voice. Regarding independent language learning, it was promoted to a great extent as the learners were extrinsically but mainly intrinsically motivated by the digital layout of the activities and the features of music, video, interesting theme, automatization and gamification. Additionally, the learners worked methodically and applied a wide variety of learning strategies to successfully accomplish the reading and listening tasks.

The emergence of the multifaceted environment of the 21st century governed by advanced technology, and mostly characterized by multilayered realities and societal changes due to globalization necessitate a reconsideration of the educational process and the role of English in the EFL classroom. The present dissertation aims to investigate the Greek in-service EFL state school teachers’ views on the usefulness of the teaching materials and digital tools towards the promotion of 21st century skills. The objective is to explore whether the textbooks provided by the Ministry of Education for the subject of English in Greek state schools, and the digital teaching material selected by the EFL teachers are appropriate enough so as the 21st century skills to be developed and help learners be prepared for their thriving in the modern world. The primary and secondary educational sector EFL teachers’ beliefs are compared and contrasted so as to be found out whether the one outperforms the other when it comes to the promotion of 21st century skills. Data collection was carried out via an electronic questionnaire which was distributed and completed by 172 participants, and focus group discussions, with one group consisting of primary and another one of secondary EFL teachers. Findings of the study suggest that although most EFL teachers recognize the importance of 21st century skills, the textbooks and digital tools used in the classroom are not that contributory to the enhancement of these skills. Finally, it is worth mentioning that the primary sector outperforms the secondary one in the promotion of most of the 21st century skills and thus in the more adequate equipment of young learners with these valuable assets. The dissertation concludes with the implications regarding the need for EFL teachers’ further training on educational approaches that can promote 21st century skills and suggests some recommendations for future research upon the topic.

Existing literature refers to the important role of teachers’ sense of self-efficacy, professional development and teaching experience on the implementation of differentiated instruction. However, only a few studies have focused on the Greek context and more specifically on the foreign language classroom. The purpose of the study is to examine whether Greek EFL teachers’ sense of self-efficacy, professional development and teaching experience has an impact on the implementation of differentiated instruction. A self-report questionnaire consisting of 3 parts was designed and 130 teachers of English working in state primary and secondary schools in Greece participated in the study. The findings indicate that teachers with a higher sense of self-efficacy tend to implement differentiated instruction more often compared to teachers with lower sense of self-efficacy. As far as the professional development is concerned, the results yielded by the questionnaire showed that post-graduate studies and effective training have an impact on the implementation of differentiated instruction as well. Furthermore, regarding teaching experience, it is concluded that teachers with many years of experience are more willing to implement this kind of instruction. Recommendations are made for effective training programmes that would not only inform teachers, but also allow them to practice differentiation strategies and develop appropriate skills, while discussing and cooperating with colleagues.

Oral Corrective Feedback is an undoubtedly significant variable in the process of L2 development and it belongs to the teachers’ most favored technique in correcting learners’ errors (Psaltou-Joycey, 2004). However, multiple factors contribute to the efficacy of different CF types and one such factor is foreign language learning anxiety (DeKeyser, 1993). The latter is demonstrated with tension or even fear experienced exclusively by learners in L2 classrooms (Rassaei, 2015) and it is prevalent among young EFL learners (Liu & Chen, 2013) while an undeniable fact is that it has a detrimental effect on academic performance and achievement (Gkonou, 2014). Nevertheless, despite all the attention and research this issue has received, few studies have investigated the relationship between foreign language anxiety and oral CF (Rassaei, 2015). Apparently, the results of these studies yielded assorted and ambiguous conclusions. What is more, the majority of studies dealing with CF and anxiety refer to adult learners of a foreign language and neglecting the fact that anxiety is also prevalent among young EFL learners (Liu & Chen, 2013). The present study attempted to investigate the benefits of recasts and metalinguistic feedback on two twin young EFL learners’ acquisition of grammatical structures in relation to anxiety. An untimed grammaticality judgment test and an oral imitation test were used as pre-, post- and delayed posttests in order to measure the participants’ explicit and implicit knowledge of the target structures (Ellis et. al, 2006). In addition, an anxiety questionnaire and a semi-structured interview were administrated to measure the participants’ foreign language anxiety. The main intervention sessions lasted for approximately two weeks. The participants were involved in 8 story re-telling tasks while receiving oral CF when instances of errors in the past simple –ed and third person –s agreement were detected. After each intervention week, an immediate posttest followed and four weeks after each posttest, the delayed posttesting sessions took place. According to the results, the participants differed significantly only in terms of their language anxiety. The main findings of the study are that generally learners benefited from both types of metalinguistic feedback. Language anxiety was found to play a significant role in the efficacy of the two oral CF types. The findings indicated that the low anxiety learner benefited both from metalinguistic feedback and recasts but mostly from metalinguistic feedback whereas the high anxiety learner demonstrated a different pattern of behavior since she benefited from recasts more significantly than from metalinguistic feedback. Thus, some final implications might inform and raise FL teachers’ awareness regarding the issue.

The study of metaphor within the framework of cognitive linguistics has been a matter of scholarly research for quite some time having yielded very productive approaches to the identification of metaphors (e.g. Steen, 1999; Stefanowitsch, 2006). Most importantly, it is now widely accepted that metaphor is not simply an ornamental device or a rhetorical mechanism found in literary texts but it has been distanced from its delimiting manifestation in language; rather, it is now considered a ‘mode of thought’ (Lakoff, 1993:210). Ever since 1954’s Max Black’s Metaphor to 1979’s Andrew Ortony’s Metaphor and Thought and 1980’s Lakoff and Johnson’s seminal publication Metaphors we live by, metaphors have received quite the scholarly attention in an effort to systematize the existence of conceptual metaphors rather than simply speculating on thought and its metaphorical basis. The vast majority of this work has been focusing on linguistic instantiations of metaphors while the corresponding visual representatives have not been given enough attention in terms of academic research and the study of conceptual metonymies has been left even more in the backlight. Recently, though, researchers have turned their interest to the non-verbal manifestation of conceptual metaphors and metonymies analyzing (1) visuals and language, music, or sound (see e.g. Forceville, 1996 on advertising; El Reffaie, 2003 on political cartoons; Coegnaerts & Kravanja, 2014 on films), (2) language and gestures (see e.g. Muller, 2008; Muller & Cienki, 2008) and (3) language and music (see e.g. Zbikowski, 2009) to name just a few. Ultimately, it seems to be essential that ‘the scholar work extend to non-verbal manifestations because the human conceptual system does not and cannot limit itself in language only’ (Forceville, 2016:242). In light of this turn in metaphor research and in an effort to identify the conceptual metaphors and metonymies employed in political cartoons tackling the Greek economy crisis, this thesis ventures to shed light on the conceptualization and multimodal manifestation of the country of Greece in both national and foreign press political cartoons. My primary goal through this research is to add to the scholar work on Conceptual Metaphor and Metonymy Theory and its multimodal nature and show how the visual mode in political cartoons intensifies the figurative mechanisms used. ?

Reading comprehension can be disrupted by various external noises or auditory inputs of our own choice, such as music. The aim of the present thesis is the study of the influence of auditory stimuli, specifically background music and speech, on reading comprehension in English as a foreign language. Junior high-school, senior high-school and university students, native speakers of Greek, participated in the experiment and their reading performance was assessed in terms of accuracy in comprehension and speed of reading. In order to investigate the effects prompted by these acoustic inputs in reading comprehension, the participants read a text in English while four auditory inputs intervened, creating four separate reading conditions: reading in silence, reading with background pop music with lyrics, reading with background instrumental pop music and reading with background speech interference. The results of the study show that young adults scored significantly higher than adolescents regarding accuracy under the influence of all three auditory conditions, indicating that the age factor is crucial for reading comprehension. The data demonstrate a gender difference under the influence of pop music with lyrics as female subjects performed at a ceiling level compared to their male counterparts. Pop music with lyrics proves to be the most “unfriendly” environment for reading performance, having detrimental effects on both comprehension and reading rate. Instrumental pop music does not have any negative influence on the participants’ overall reading performance and the effects of background speech prove to be ambiguous, suggesting the presence of a major variation in performance across individuals. The study adds to our knowledge of the receptive activity of reading in EFL and contributes to our understanding of study habits.

Foreign language learning aptitude predicts the rate at which a person may successfully master a foreign language (Carrol, 1973). Despite the extensive research on young learners’ aptitude (Alexiou, 2005) and gifted university students (Dai & Renzulli, 2008; Feldhusen & Moon, 1992), as yet no studies have included school aged gifted students. The aim of the current study is to assess the level of foreign language learning aptitude of intellectually high ability students through the use of a devised measurement tool. 120 students (50 males, 70 females), aged between 12 and 17 years old, attending Centre for Talented Youth (CTY) Greece participated in this study. CTY Greece students are regarded as intellectually gifted, based on scores from two tests developed and scored by the Johns Hopkins University Center for Talented Youth: The School and College Ability Test (SCAT) and the Spatial Test Battery (STB) which measure verbal, quantitative and visual-spatial reasoning respectively. The participants were administered the test consisting of five parts, each measuring specific cognitive skills related to foreign language learning aptitude. Two EFL vocabulary size test s- Pic-Lex (Alexiou, 2019) and XLEX (Meara & Milton, 2003) were also administered. The test was computer based and lasted approximately 20 to 25 minutes. The reliability analysis indicated that all instruments of measurement were reliable (α = .87). Results showed that gifted students obtained high scores in the EFL vocabulary size tests, indicating a very good command of the English language. Moreover, the majority of gifted students performed very well in the cognitive tasks, indicating medium to high language aptitude level. Gender differences also emerged from these results. Findings of the current study may offer important insights to English language teachers; therefore, implications for educational practices will be discussed

The aim of the present thesis was to analyze the way crisis is conceptualized in Greece by identifying the figurative language used in political debates hosted in the Greek Parliament between 2010 and 2015 in the context of Greek economic crisis. The analysis relies on a corpus of approximately 150,000 words comprising speeches delivered in the Greek Parliament on the eve of sanctioning the First, Second and Third Economic Adjustment Programs (Memoranda) for the provision of economic assistance to Greece. The approach follows the Critical Metaphor Analysis which integrates Cognitive Linguistics and Critical Discourse Analysis, since it employs the methods of the Conceptual Metaphor Theory (CMT) while analyzing the significance of metaphors in the given discourse and, consequently, their role in conceptualizing the Greek reality of the time. The analysis revolves around seven central issues: the debt, the economy, the measures / the agreement and its consequences, the country, the EU / the European allies and creditors, democracy and the society. Finally, the thesis attested shifts in the way conceptual mechanisms are used to elaborate the Greek debt crisis over the five-year period in question, which on most occasions follow the trend of the embodiment

The purpose of the present qualitative small-scale study was to investigate the effectiveness of online vocabulary computer games in the consolidation of L2 vocabulary. More particularly, this research study examines the validity of the hypothesis that online computer games benefit L2 vocabulary and lead to the better and deeper consolidation of it in comparison to the traditional written practice of it through handouts. With respect to the participants of the study, it involved ten Greek learners of English, who studied English privately, either at a private language center or in private English lessons, at home, aged between 10 and 12 years old. The five students of the private language center made up the control group, who took a written quiz with the target vocabulary. The rest of the participants comprised the experimental group, who took the online vocabulary games, which contained the same type and number of items as the written quiz. All in all, the results of this particular survey shed light on the extent of the effectiveness of the online vocabulary games, as regards the consolidation of the target vocabulary, compared to conventional methods of vocabulary teaching.

Critical discourse analysis has known a lot of recognition recently in the linguistic community. It deals with the critical examination of every kind of discourse, written or spoken. There is no particular framework. Instead, there are three main approaches, the socio-cultural approach by Fairclough, the socio-cognitive approach by Van Dijk and the discourse-historical approach by Wodak. The main aim of these three approaches is the same since the goal of CDA is to find social inequalities and examine the ways these are shown in discourse. This thesis focuses on political discourse and regards the issue of the Prespes agreement in the Greek Parliament. The Prespes agreement refers to the name of what is now called North Macedonia. This had been a long-lasting issue between the two countries since the breakup of Yugoslavia in 1991. Since then, it had brought turbulence and uproars between the two countries because both had wanted to protect their identity and history. This dispute over the name of Macedonia ended in 2018 with the signing of the official name of North Macedonia. However, there were many that disagreed with this decision in both countries. In this thesis, the parliamentary speeches of the two main political leaders in Greece, Kiriakos Mitsotakis (New Democracy) and Alexis Tsipras (SYRIZA) were examined in the debate regarding the agreement. Wodak’s and Van Dijk’s approaches were used for the analysis. The focus was on the way presupposition, lexicalization and signification constructed the idea of the nation and whether there were any differences between the two politicians as well as the ideologies they represent. The results showed that the positive Self-presentation and the negative Other-presentation were prevalent in both speeches. However, there were major differences on the meanings that they assigned to the name of Macedonia and the lexical units they used to refer to North Macedonians which revealed their ideology and their notion of nation.

The main purpose of this research is to investigate the beliefs and attitudes that Greek EFL teachers hold concerning drama as an educational tool in the foreign language teaching context. In order to investigate educators’ beliefs and attitudes, a mixed methods research was launched. During the first stage of the research, a questionnaire, in three different versions, was constructed. Depending on whether Greek EFL teachers use, do not use or have used at some point drama techniques but have abandoned this implementation, English language teachers were asked to complete the questionnaire that best depicted their current teaching situation. A total of 94 questionnaires was collected and then, the second phase of the research began. In the second qualitative phase, 14 EFL teachers participated in semi-structured personal interviews. The questionnaire data was analysed using the SPSS software, while the interview content was transcribed and translated. Both the quantitative and the qualitative data collected reveal that Greek EFL educators do not associate drama appropriateness with learner of specific age groups. What is more, the data collected prove a polarisation among the population of the research, since the participants either use or do not use drama in their teaching methodology with the number of educators having abandoned drama implementation being scarce in this research. Consequently, an attempt was made to define the main reasons why Greek EFL teachers do not implement drama activities in their lessons, what are the main reasons that those who have implemented drama in their lessons at some point in their teaching career have stopped its in-class use, and, finally, what are the main benefits and challenges that those educators who use drama in their lessons recognize. The difficulties that these educators have to deal with can be used as a springboard for further research and steps can be taken to alleviate these difficulties and facilitate teachers in their endeavour to incorporate drama in their teaching setting.

The aim of the present thesis was the study of the contemporary multicultural policies in Britain with their emphasis on cultural diversity, which proclaim to celebrate everyone’s difference, while in reality, mechanisms of exclusions still operate and aim to assimilate rather than integrate any cultural or racial difference. Monica Ali in Brick Lane (2003), Andrea Levy in Fruit of the Lemon (1999) and Zadie Smith in White Teeth (2000) portray diasporic communities and the struggles that black-British and British-Asian subjects face in multicultural Britain due to their assumed ‘otherness’. In doing so, they bring to the fore racial discriminations that still affect social relations in contemporary British society. Sara Ahmed’s notion of the ‘stranger’ is used as a way of entry in order to explore the coding of black-British and British-Asian subjects as ‘strangers’ due to their highly contested identities. Their racial and/or cultural difference is what renders them incompatible with the hegemonic perceptions of white Britishness. Ali, Levy and Smith manage to challenge and eventually deconstruct the dominant image of a pure, fixed and stable white British identity by suggesting in its place a much more inclusive notion of Britishness; a multi-ethnic, multi-racial and multi-cultural Britishness that defies neat categorizations. They expose the reductive and essentialist notion of the ‘stranger’ that is assigned to everyone who does not fit in to the current exclusionary and limited notion of Britishness and they legitimize their characters’ existence and citizenship in Britain by validating their sense of Britishness and their right to be there. These writers emphasize contingency and hybridity and hence the impossibility of clear-cut categories in multicultural states. By exposing the limitations of multicultural societies, Ali, Levy and Smith promote a new model of multiculturalism that is based on a constant negotiation with the racially and culturally different.

Research on error correction suggests that teachers are inclined to provide corrective feedback to learners and that learners are positive in receiving it. However, the question that remains concerns the type of feedback that is appropriate for each learner error category. The present semi-longitudinal case study investigates the differential effect of two types of written corrective feedback (WCF), namely direct (overt correction) and indirect (underlining), targeting to “treatable” and “untreatable” errors respectively. Two 10 year-old Greek learners of English as a foreign language who are at a low level of proficiency were recruited for our purpose. Initially the learners were administered a standardized placement test. The data consist of 88 essays on journal writing, 44 of them untimed and produced in the beginning of the experiment (pre-test essay session) which they revised (the treatable errors treated with indirect corrective feedback in form of underlining) and/or attended to their errors (untreatable errors treated with direct feedback). After each pre-test essay revision they attended mini classes involving grammar explanation, metalinguistic information. Then, they produced 44 timed post-test essays on the same topics. Finally, the participants were required to deliver 4 delayed post-test essays on new pieces of writing. The results revealed that both types of WCF were significantly effective in promoting L2 development. Learners’ views on receiving WCF were also examined. Our findings suggest that indirect WCF seems to be more efficient than direct due to the declared preference of both participants towards the uncoded correction in form of underlining. The possible effect of individual differences is also discussed.

Prosodic End-Weight refers to the tendency of prosodically heavier constituents to occupy a position closer to the end of a sentence, so as to coincide with nuclear stress (Ryan, 2019). Coordination in binomial structures is probably its most well-studied aspect. Maybe the most well-known analysis comes from Cooper and Ross (1975), who suggest that, among other factors, phonological properties that can be associated with the second slot in an irreversible binomial of the type A and B, are lowness and backness in vowels, greater word length (in terms of syllable count), as well as complexity of codas (Oakeshott-Taylor, 1984; Benor and Levy, 2006; Mollin 2012). The current study seeks to investigate the phonological aspects that can potentially determine word order in coordination in Standard Modern Greek under the principle of End-Weight. The language exemplifies certain tendencies that seem to coincide with manifestations related to Prosodic End-Weight. An observed potential effect of vowel quality is illustrated in patterns of ablaut structures like din-dan and platsa-plutsa, and a syllable-count one in fixed expressions like “ήζε θαη έζηκα” [?iζi ce ?eζima] „customs? Moreover, a stress-related tendency has been observed in Greek acronyms by Topintzi and Kainada (2012) and Revithiadou et al. (2015), according to which acronyms, the final syllables of which bear codas (especially illegal ones) are more likely to attract stress than open final syllables. The main aim is to experimentally explore the potential effects of vowel quality, syllable count, and final syllable coda status (null and singleton, in stressed and unstressed environments) in the ordering of constituents in Greek. Two forced choice tasks have been designed to test the potential legitimacy of these presumed tendencies, following a methodology similar to Bolinger (1962), Oakeshott-Taylor (1984), and Parker (2003); in both tasks, the participants read a Greek sentence ending in a binomial and are asked to indicate which order of the two constituents they prefer (A and B or B and A). In the first task, the constituent words are not parts of a frozen form, but random pairings. The second task follows the same methodology, but utilizes nonce words, after Pinker and Birdsong (1979), Parker (2003), and Ryan (2019), aiming at completely eliminating any semantic effects, and grasping better phonological control of word structure, through the creation of minimal pairs. The tendencies emerging from the results indicate that there are indeed effects of vowel backness for the nonce word task, while significant effects derive from both tasks for the word length and the coda parameter. These results in accord with Ryan?s (2019) predictions for prosodically heavier constituents, suggest that Greek words with back vowels, more syllables, or word-final codas are more preferred in positions of nuclear phrasal stress, a conclusion which is especially interesting for Greek, since it is a weight-insensitive system (Drachman and Malikouti-Drachman, 1999). Finally, the motivation behind this preference is examined considering issues such as frequency (Fenk-Oczlon, 1989) and markedness (Benor and Levy, 2006), but also the relevance of Greek to a weight-sensitive system of gradient nature (Duarte-Garcia 2017). This study concludes that neither theory can successfully describe the findings of this study, and that the status of the stress-weight interface currently remains undetermined for Greek.

Following its 2016 independence referendum, the United Kingdom has entered a course of severing its ties with the European Union. The slender win of the "Vote leave" campaign started a period of political and diplomatic turmoil both within the United Kingdom and in the rest of the European Union. The manifestation of this "Brexit", as it has been called, has proved itself a rather tedious task and keeps being delayed even though at the time that this paper is being written it seems to be making a steady course for its resolution. The aim of this study is to apply the model of Critical Discourse Analysis to interviews of the two Tory Prime Ministers who were burdened with the task of negotiating towards Brexit (Theresa May and Boris Johnson). Keeping in mind that their position as Prime Ministers led them to support and carry out Brexit once it was initiated, we will aim at uncovering the linguistic and extra-linguistic means they might use in order to render their discourse as convincing, as well as how their arguments might be frail and misleading at times, even though they are not supposed to. The theoretical framework that will be followed is mainly based on Fairclough's and van Dijk's contribution to the area of Critical Discourse Analysis, as well as on van Dijk's and Foucault's belief that discourse itself constitutes a social entity, and the appropriate use of it might result in society's alteration.

The present paper aims to investigate the types of verbal behavior patterns that native and nonnative speakers of Greek tend to make in Greek as L1 and L2, respectively, while also to shed light on whether or not the frequency of prompt words exerts an influential role on the type of response provision. The word association test was administered to a group of L2 adult learners of Greek as well as to a group of three classes of L1 primary school children – fourth, fifth and sixth graders. Both L1 and L2 sets were at the same level of language competence (B1-B2). The findings of this survey indicate that in general both groups had a tendency to form paradigmatic associations. The L1 group exhibited a higher number of paradigmatic and syntagmatic connections as opposed to the L2 informants who demonstrated a stronger tendency for clang responses than the group of natives. The frequency variable seemed to affect response provision mainly for the moderately frequent stimuli, since for both L1 and L2 groups paradigmatic associations decreased, while also syntagmatic and clang responses increased for stimuli of high to moderate frequency. With certain exceptions in the L2 group, these tendencies did not continue to the infrequent stimuli indicating that further research is needed.

The dissertation, titled 'From Samuel Beckett’s Waiting for Godot to Jose Saramago’ s Blindness: Construction of Social Reality and Reproduction of Human Struggle,’ focuses on a comparative analysis between the play Waiting for Godot by Samuel Beckett and Jose Saramago's novel Blindness. Specifically, the writing techniques of both Beckett and Saramago are analyzed despite the fact that the two works of literature belong to different literary genres. It becomes clear that the issues that concern Beckett–a reflection of the needs and wounds of the society in the middle of the twentieth century– continue to concern Saramago at the end of the same century: human relations, governments that expose people to danger, but also the brutalization of the individual in harsh living conditions. Both books consist of (anti)heroes who, in the end, manage to survive just because they remain united, having as their primary concern their need for companionship. This dissertation attempts an analysis of the historical, political and social parameters of the time as well as of the literary movements that developed then. More specifically, i focus on the Avant-Garde, from which the Theatre of the Absurd was born, as a result of the anger and frustration of people after the First and Second World War but also on the dictatorial regime under which Saramago lived, which influenced his literature. The main thematic areas of the analysis are the fragmented and repetitive language, which Beckett has his heroes-antiheroes use in a stagnant attempt to communicate, and their absence of memory, which reinforces their inability to communicate in a non-existent time-place. At the same time, emphasis is placed on the peculiar way of writing that prevails in Blindness, characterized by an unrestrained verbosity. The place and time are also undefined here, creating the sense of timelessness and universality in the novel. As for memory, the characters here forget their good manners as soon as their life becomes difficult. Both authors create ‘hybrids’ of humans and animals, proving that when people are isolated from social conventions, their animalistic nature emerges. Furthermore, this dissertation attempts to analyze the meaning of the Other in both books in order to prove that the characters are not only interdependent, but that on the Other they reflect themselves, as Paul Ricoeur notes in Oneself as Another. Finally, the analysis focuses on the concept of Panopticism, coined by Michel Foucault in his book Discipline and Punish: The Birth of Prison, in order to explain the forms of control and the ways of enforcing discipline in these imaginary societies where time, place, language and memory lose meaning and open up to the reader's need for interpretation. It thus becomes clear that the specific ways of writing that have been discussed here, work on multiple levels and manage to highlight the deep rifts in social structures and human relationships.

The use of literature in EFL has long been praised for its benefits, but little is done to incorporate it in the Greek classroom. This portfolio is an experiment on how literature in EFL can boost learner motivation, improve their critical thinking, and make them better readers both in and outside the classroom, while also enhancing their language skills. It was created based on my philosophy of teaching, and theories and techniques regarding the implementation of literature in EFL, such as those by Lazar, Showalter, Dunning, Rosenblatt, Carter and Long. The literary work “All Summer in a Day” was used to create a series of six lessons, focusing on the interrelationship between setting and character and how we may be shaped by the environment around us. The implementation of the lessons in the classroom proved highly beneficial for the learners, who offered positive feedback, made choices and judgements based on the story, were sensitized towards the phenomenon of bullying and understood the effect of setting on character—drawing from literature to better understand their own life.

This dissertation investigates language learning strategies in a small state Junior High School in Northern Greece. The focus of the investigation was the language learning strategies employed by a teacher of Greek (as a first language) and the teacher of English (as a second language), as well as the language learning strategies of learners in two classes (1 st and 2 nd grade). The methodology that was followed for this study first included classroom observations of the Greek lessons of the 1 st class and the English lessons of the 1 st and 2 nd classes of the Junior High School (5 hours and 10 hours respectively). Then, a Greek adaptation of the SILL questionnaire was administered both to the two teachers mentioned above and to the students of the particular classes, so as to identify their own preferred strategies, as well as the two teachers. Lastly, semi-structured interviews with the two teachers were conducted. Data was analyzed through thematic analysis, as well as descriptive and inferential statistics so as to determine the strategies that are most frequently used by the teachers and the students. Data revealed that there are some similarities among the strategies employed by the two teachers and the strategies that students prefer. Yet, differences also emerged, as English, the foreign language, and Greek, the student’s mother tongue, are neither acquired nor instructed in the same manner. Also, the strategies that teachers claimed to use differed from the ones they used during classroom observations, while students claimed they used strategies that the teachers deemed too complicated for them. Limitations of the present study and suggestions for future research are also provided.

This case study explored the effectiveness of different corrective feedback types on three distinct grammatical morphemes. A series of tests was administered to the two participants (twin brothers) consisting of two tasks, one oral elicited imitation task and one grammaticality judgment test, to check their performance on articles, past tense and third-person agreement. After the administration of the pre-test, both participants received intensive correction on the three structures during the course of five lessons. Explicit feedback was selected for articles, elicitation for past tense and emphatic recasts for third-person agreement errors. The corrective feedback episodes along with the learners’ uptake were transcribed. After the intervention, the immediate post-test was carried out which was identical to the pre-test. Three dictogloss and three writing tasks were offered to the two participants after the post-test and the delayed one was administered three months after the immediate one. No significant improvement was found on either participant’s performance on the three tests; however, a significant difference was noted on their scores concerning past tense and third-person agreement. No significant difference was observed in the dictogloss or the three writing tasks between the two participants, and no difference was found in the cases of repair regarding oral and written language

The topic of the present MA thesis, is to investigate how the period of input to English as a foreign language, has affected the oral narrative capacities of young EFL learners. Using three different stories to elicit verbal narrative responses of children aged 9-12 years old, this paper examines characteristics of the micro- and macro-structure of story retelling. Specifically, it tests the grammatical complexity, the words number, the types of words, the content, the organisation of sentences and the fluency of the oral sentences produced, and compares the results of two grades of Primary School in Greece. An important factor that this research takes into consideration, is the period of time the participants have been exposed to English, as it examines the correlation between the time of exposure to the language and the oral narratives produced. Due to the small number of participants in this research, the story retelling tasks are examined in a thorough, as well as, in an intensive manner, in order to fully acquire an overview of the achievement of the students in the tasks. The results are later reinforced by the N-Back working memory task, through which results on whether working memory assists the production of narratives with high complexity or not are presented. Different working memory spans are examined to see how the linguistic variables produced differ.

Nobody can surely state when and where language contact first occurred, but it became of utmost importance for the human communication and is a phenomenon still evident in the 21st century (Thomason, 2001). Language contact is considered to be the use of two or more languages in the same place at the same time. Ιt is believed that the English language constitutes an example of language contact in the modern world, since it has adopted borrowings from other languages and vice versa. Nowadays, as a result of the extensive use of the Internet, English is one of the most important and widely used languages both online and offline. In addition, regarding, the case of the Greek community, which is considered to be a primarily monolingual community, the acquisition of the English language is promoted both in the public and the private sector and numerous Greek speakers tend to use English borrowings in their everyday speech online and offline, even though there are Greek equivalents available (Tatsioka 2010). Therefore, it appears that the Anglo-American dominance in the fields of technology, science and entertainment (Androutsopoulos 2007), along with the promotion of the foreign language learning in the Greek community, have resulted in the emergence of language contact phenomena such as Code-switching (Tatsioka, 2010).Code-switching is a common language contact phenomenon found in bilingual and multilingual communities and has been defined as the alternative use between two or more languages (Clyne, 1987). The aim of the present study is to present and to illustrate the underlying reasons explaining the use of Code-switching between English and Greek, in the online context of the social networking site of Instagram. For the purpose of study, data were gathered from Instagram accounts of four female and four male Greek Instagram users, and were analyzed and categorized based on the Conversational Analysis approach proposed by Auer (1984) and the Code-switching typologies regarding their functions proposed by Tsilipakou (1999), Tsiplakou (2009) Hoffman (1991) and Georgakopoulou (2011). A digital ethnographic approach was also adopted for the present study, which facilitated the close examination, analysis and categorization of the data gathered, while the participants of the study were also interviewed, one-by-one, in order to explain the reasons that motivated them to employ Code-switching. Based on the findings of the study, Code-switching is employed for a variety of reasons, which cannot be analyzed superficially but need specific attention, since each user employed CS for specific reasons that often did not match the researcher’s original assumptions. However, some of the most frequent reasons that they employed Code-switching were: English terms are more popular than their Greek equivalents in online environments, they express humor, they are meant to be precise and express in-group solidarity.

The present dissertation investigates the views that educators and students hold towards teaching and learning English in Greece through exclusively synchronous online courses, a learning environment spread as a result of the rapid development of technology and the increasing demand for foreign language learning and certification. For this purpose, a quantitative research was conducted in which 93 online EFL learners and 56 online teachers answered two different questionnaires. The results indicated that factors such as the participants’ place of permanent residence, the comfortable working environment, the easy access, and the convenient attendance affect students’ and instructors’ decision to turn to online education. Participants’ attitude towards online courses is primarily positive as both groups’ rates of satisfaction and motivation indicate. Online courses are considered as equally effective by both instructors and learners. Nevertheless, both groups recognize the limited popularity that such courses have in Greece and suggest the establishment of specialized training courses for online tutors and the increase of advertising so as to improve the quality of online EFL instruction. Finally, technical issues and long hours of working on a computer are the biggest difficulties that online students and teachers face respectively. The first reported that their greatest fear is the quality of the courses, while the latter indicated fears of exposure and fraud.

Dyslexia is the most common language-based learning difficulty (Riddick, Wolfe & Lumsdon, 2002). Learners with dyslexia experience difficulties in learning English as a foreign language due to its complex phonology in relation to orthography. Mobile technology and specifically mobile applications are means through which learners can be substantially assisted and overcome possible problems. There are numerous applications claiming to assist learners with dyslexia in English language learning and teachers in the teaching process. However, users should be quite critical regarding the extent to which these applications constitute appropriate means for managing dyslexia. The present paper investigates whether there are useful applications for dyslexia in the marketplace, sets the criteria for evaluating such tools and finally presents an evaluation of applications in order to reach a conclusion regarding their effectiveness and the appropriate characteristics the applications should feature. Applications from both iOS and Android systems were used and explored and ten of the most dyslexia-centred ones were evaluated according to the criteria established. The results demonstrated that there is lack of suitable applications which cater for the needs of students with dyslexia and can actually generate positive outcomes. Most of them require some sort of payment and they are inadequate considering the progress of technology and acquisition of knowledge regarding the topic of dyslexia. Thus, there is an urgent need for creation of new accessible and effective applications.

As part of my Master's thesis ‘Language, Literature and Digital Media in Education’, the purpose of my essay ‘Gamifying Little Red Riding Hood in the EFL classroom’ is to study students and how they use technology to work on classical literary texts in English. All activities and videos are included in a separate section in an online Portfolio created for the purpose of this portfolio. Students were asked to take part in a game, escape room or otherwise interactive escape game based on the story of the well-known fairy tale of Little Red Riding Hood. In this game, students using their tablets have to search for items in the room and solve puzzles in order to save the game's heroes. All activities to be completed through the tablet were designed through educational sites and internet access is required. Each activity that students need to complete is based on grammar and vocabulary, based on students' already existing knowledge, and is a repetition of the material covered up until the day of the game. For example, activities include feeling the gaps, matching, reading comprehension questions, and other types of online exercises. Before and after the game activities were also used to better consolidate the game. This project was designed for students in the third grade of Anatolia Elementary School in A1-A1 + CEFR level

There is a considerable number of studies which have shown that storytelling can have a great impact on the development of learners’ receptive and productive EFL skills. The current dissertation aims at investigating specifically whether or not fairy tales can help EFL students improve their writing skills. To be more specific, it examines whether or not the integration of fairy tales into the EFL curriculum can enhance learners’ motivation to produce written language more confidently and lead to their writing of higher quality stories in terms of advancements in organization, structure, cohesion, coherence, and vocabulary. For the study’s purpose, eight 90-minute lessons were planned and conducted to 28 students (17 girls and 11 boys) of a private English language school. During the lessons, the students were exposed and had the opportunity to analyze in detail two fairy tales (titled “Cinderella” and “The Real Story of the Three Little Pigs”). Moreover, an instrument of quantitative data collection –namely an online self-administered questionnaire– was adopted and a quasi-experimental pre-test/post-test design was employed. Prior to the teaching session, the participants/students had to produce a short story, while after intervention, the researcher asked them to complete both a questionnaire and a post-test in order to monitor the effect of the educational materials in question (i.e. fairy-tales) upon them. The tests’ scoring was based on the utilization of ESL Composition Profile (a.k.a. Jacob’s Scoring Rubric) and compared to their performance on the pre-test, the students’ post-tests showed a significant writing advancement, as their vast majority seemed to have acquired planning skills and improved in terms of both organization and structure

This dissertation explores the impact of drama techniques as means to promote language learning and the social skills of students with cognitive disability when incorporated in an EFL classroom. In order to investigate that, a qualitative research with two single case studies was conducted on a 27-year-old woman with Down syndrome and a 26-year-old man with Asperger’s syndrome. The study had a total duration of 1.5 months and took place in Sotiras, a rehabilitation and creative engagement center for people with various disabilities located in Thessaloniki during April and May 2019. Two cycles of lessons, with four 45-minute lessons each were created to test the hypotheses: the first cycle did not include drama techniques to serve as a basis for comparison, while the second cycle did. The findings indicate that drama techniques can benefit students with Down and Asperger’s syndrome promote both their language learning and their social skills. Future research should be conducted using this study as basis to further investigate this issue in order to shed more light on how to better incorporate drama techniques in an EFL classroom with students who have disabilities

The process of learning new vocabulary in a foreign language is very important and also similar to first language vocabulary acquisition. However, incidental learning does not seem to be efficient in acquiring and retaining new words when English is taught as a foreign language. The primary cause is that students receive limited amount of input, mostly during lesson time and the fact that teachers tend to resort to the common first language when there is a communication gap. This, along with the use methods that have not been updated for years, minimises the possibilities for successful learning outcomes. Research supports that learning new words in context can be very beneficial and technology incorporation has proven to bridge the gaps towards more updated methods. Therefore, the aim of this research paper is to seek and investigate the effectiveness between traditional and digital storytelling in foreign language vocabulary acquisition and examine the effect of gender, word classes and repetition on this subject. In order to shed more light on this topic a classroom-based research was held in the 3rd Experimental Primary School of Evosmos, with 33 5th graders. The participants were divided into two groups; the experimental group (18 students) that was taught the story digitally and the control group (15 students) that was taught the same story through traditional storytelling. Acquisition was measured through multiple lexical tests administered before and after the interventions (pre-test, immediate post-test and delayed post-test) and the results were analysed quantitatively on SPSS. The results indicated overall better performance of the experimental group, while the gender of the students, the type and repetition of words did not seem to play an important role when learning new words. Despite the small sample, the findings of this study are in line with the tendencies of the new era, which is in favour of technology use in language learning and they point out the need for further investigation towards more successful approaches for vocabulary acquisition.

Digital literature has started claiming its own unique and valuable role in education. Len Unsworth’s E-literature for Children: Enhancing Digital Literacy Learning (2005) has set the ground for the appreciation of e-literature and the introduction of digital literary texts in the classroom. Even though the benefits of incorporating electronic literature in teaching are many and significant, teachers may consider it as a challenging task; the electronic literature resources available for educational purposes are rather limited or even scarce. Electronic literature seems to still stand at the periphery of language teaching. Focusing in this paper on the educational potential of electronic literary texts, I will attempt to comment on the dynamic visual and auditory experience they offer as regards their gaming and hyperlinking potential when examined within an EFL educational context. With emphasis placed on young learners of low or intermediate level in English, I will touch upon the selection criteria and learning needs a teacher should take into consideration when using these works in the classroom. Taking the above into consideration, I have attempted to experiment with the implementation of a digital game and a webpage that could be deployed in the EFL classroom by designing my own examples while incorporating elements of electronic literary texts in them such as interactivity, multimodality, and non- linearity (Manresa and Real, 2015). My aim is to explain the theoretical framework around which I have developed the game and the webpage I propose in this dissertation, the specific learning objectives of the material proposed, and the skills promoted or practiced through them.

The present dissertation is an annotated translation from English into Greek of an extract from the Peter Brannen’s article entitled “The Anthropocene is a Joke”. In the article the author discusses the decision made by the Anthropocene Working Group to vote in favour of attributing the term “Anthropocene” to the geological epoch we live in since the mid-twentieth century, and expresses his objection on the matter. The first part of the dissertation, which is introductory, includes a presentation of the concepts of science communication and science journalism. At the same time, there is an attempt to briefly explore the specific field which is the object of the article in question. In the following part, the original text is presented opposite to its translation. In the third part, the glossary and the terminology documentation of sixty terms both in English and in Greek as well as the analysis of the documentation process is presented. Finally, in the last section we discuss the main translation difficulties encountered during the translation process. The present dissertation attempts to present some of the basic characteristics of science journalism and to point out some of the problems a translator needs to address when dealing with science journalism texts.

The master’s dissertation presents the annotated translation of chapters 8 and 8.1 from Jorn Albrecht’s book “Literary Translation” from German into Greek. In the aforementioned chapters, the author introduces the readership to the history of literary translation using intertextual references from Don Quijote and the translation of Aesop’s fables by Marie de France and analyzes the terms and conditions for the creation of a job description of the literary translator. The purpose of the elaboration of an annotated translation as a diploma thesis in the framework of the Interdepartmental Postgraduate Program in the direction of translation, is the production of a functional and semantically correct translation, as well as the justification (documentation) of the translation techniques used during the translation process.

The aim of the thesis was the annotation of the compulsory interpreting internship, which took place in the framework of the Joint Postgraduate Studies Programme (J.P.P.S.) “Conference Interpreting and Translation” (degree: Interpreting). At first, we mentioned briefly some important elements of the interpreting field in general and afterwards a more theoretical approach followed on interpreting in media and especially in radio (subject of the author’s internship). Moreover, the events in which the internship took place were mentioned in detail; all preparation and procedure stages were described; comments were made on any kind of difficulties that appeared during internship and possible solutions were suggested. Finally, we analyzed issues of special importance.

The present thesis depicts my acquired experience during the obligatory internship within the interpreting course of the joint postgraduate studies programme (J.P.P.S.) ‘‘Conference interpreting and translation’’ with emphasis on remote interpreting. The thesis includes a short introduction to the theoretical basis of remote interpreting, descriptions of every part of the internship, glossaries and additional material which were used for the preparation and during the internship. Lastly, signed evaluation forms (type of interpreting, venue, date, participants) are included in the Annex.

Τhe aim of the present essay was to present the new needs that have arisen in the field of Community Interpreting in Europe due to the recent refugee crisis. At the beginning there is a short reference of the different kinds of Interpreting and a presentation of the current situation in Greece concerning Community Interpreting. There follows a description of a session between a specialist in mental health and a beneficiary with the physical presence of an interpreter with comments about the differences of sessions taking place in refugee shelters and the challenges the interpreter has to face during sessions. The present essay emphasizes on the importance non-verbal communication has in order to understand and deliver the oral message in a more holistic way.

'Interpretation' defines the conversion of a thought or expression from a source-language into an expression of a similar meaning to a target-language, either simultaneously in "real time" or gradually, when the speaker pauses after completing one or more sentences. In Europe, and in particular in the European Union, contributes to a better communication among the states with twenty-seven member-states (taking into consideration the recent withdrawal of the United Kingdom from the EU) and twenty-four official languages. During postgraduate studies in the Interdisciplinary Program of the Aristotle University of Thessaloniki on Interpretation and Translation, students ought to do their internship during the third semester. This student of this program, participated in the following: in an ERT broadcast for the 59th Thessaloniki Film Festival, in an international symposium entitled "Migration Narratives: Community Interpretation as a Means of Entry", and in a conference simulation in Strasbourg entitled "MEUS Strasburg 2019".

The aim of the present thesis was to comment on the interpreting that took place within the framework of the internship for the master’s degree and to emphasize on the importance of the preparation of the interpreter. In addition, we presented in details the occasions in which the interpreting took place and we described the circumstances and the difficulties we encountered during this task. Furthermore, we analyzed the performance of the interpreter according to her previous preparation and how these two factors are connected.

Aim of the present master thesis was the analytical description of the work experience placement that took place during the second year of studies in the Joint Postgraduate Studies Programme in Conference Interpreting and Translation of the Aristotle University (Interpreting course). The different chapters of this thesis contain descriptions of the conferences and events where I participated; analytical information is provided about the speakers, the working conditions and the difficulties I encountered, as well as the methods used to overcome these difficulties. Special emphasis is placed on the differences between consecutive and simultaneous interpretation. Last but not least, some basic conclusions are drawn concerning the work experience placement itself.

This paper consists of two parts and focuses on the annotation of the interpretation, which took place in the last part of the Postgraduates Studies Program Conference Interpreting of the Aristotle University of Thessaloniki and was held with the participation of students in a series of conferences during the academic year 2018-2019. In the first part of the paper, which deals with the interpretation of non-natural speakers, a brief reference is made to the different types of interpretation and the issue that arises when interpreters are asked to work with non-native speakers of a language. The second part includes the analysis of the conferences in which the practicing interpreters participated. Finally, conclusions are made in relation to the experience gained by the trainee from his participation in the conferences. At the end, the material used in the preparation of each conference is presented in the form of an appendix, as well as the evaluation forms of the conference organizers, in the two cases that were completed.

The present thesis analyses two examples of modern captivity narratives, which surpass the standards of such writings. Each novel revolves around the two main characters, namely the victims and their captors, focusing on their interaction and complicated relationship. It could be seen as an analysis of similarities and differences between them, but for the realization that the latter are far fewer than what is expected. The thesis demonstrates that their similarities extend further than what was initially thought. They are all victims of social, religious and educational cliches which their social environment dictated upon them and their upbringing solidified. The main difference is that, rather surprisingly, it is the captives, the two women, who succeed in escaping from them. They prove themselves to be the stronger member of each pair, significantly more resilient and adaptable even to such extreme conditions as they find themselves in, an underground cell in a remote cottage in Fowles’ novel and a psychiatric institution in Barry’s book. They each use the time of their entrapment to acquire a greater insight into their world and, most importantly, into themselves. Their writings provide them with a means of escape, as they mentally return to the outside world, to their past lives, which they present with a profound understanding. They even rationalize their current situation which their captors are evidently unable to do so. Considering their writings from a different angle, it can be surmised that the women relinquish their imprisoned state and are ‘elevated’ to that of the narrator, who has the power to disclose or conceal facts and truths as they please. Their captors, in comparison, seem powerless pawns, passive readers of their stories and equally victims of that situation. They become trapped in the same places as the women-victims which they seem unwilling, even powerless to escape from, figuratively at first, but even literally in the end.

The aim of the present thesis was the study of the translations of the French Paul Eluard’s poems, made by the Greek poets Odysseas Elytis and Giannis Ritsos. First, an introduction to the prevailing translation theories was attempted. Then, we focused on the characteristics of Paul Eluard’s poetics in order to proceed to the comparative study of the translations, taking into consideration the distinct characteristics of each Greek poet. It was of great importance to codify the basic elements of Eluard’s poetics and integrate the Greek translations into their historical-literary context as well as in each poet’s literary course. Furthermore, we proceeded to the citation and analysis of a representative sample of translated poems by both Elytis and Ritsos. In addition, we comparatively approached the two samples so as to detect the poets’ translation techniques, the degree to which they stick to the original poem, to the extent that this is possible, and finally the extent to which they leave their personal mark as translators. Concluding, taking into account the fact that a successful literary translation starts with the choice of the original text, Odysseas Elytis chose to translate Eluard’s poems that were existentially themed, whereas Giannis Ritsos translated poems that had a clear sociopolitical orientation, choices that prove what was Elytis’ and Ritso’s direction not only as translators but also as poets

Communication among the members of a society is achieved with a common language. The evolution of societies and, by extension, science and technology, follows the need to create new concepts and terms in order to achieve communication. In this thesis, the need to find and record terms in the field of celiac disease and more specifically in the subfield of chemistry is thoroughly examined. The field of celiac disease was selected on the basis of a proposal by the Terminology Coordination Unit of the European Parliament (TermCord), as it has been considered essential to enrich the IATE’s term base in this field, both in Greek and in English. The subfield was chosen so as to limit the research and make it more specific. The terms were searched and found after examining various types of texts using key words, yielding, in the end, positive results and a deeper knowledge in the field of celiac disease and the subfield of chemistry

Aim of the present master thesis was the creation of a functional and equivalent translation of a specialized text from German into Greek, taking into consideration the communicative context, the type and the purpose of the text, as well as the cultural and linguistic characteristics of each language. This thesis consists of two parts: theory and practice. In the theoretical part have been analyzed the communicative circumstances both of the source-text and the target-text. There were also references to Skopos theory of Katharina Reiss and HansVermeer and the text analysis of Christiane Nord. Furthermore, bible translation history and the dilemma of bible translators, between literal and free translation, were also mentioned and examined. The practical part includes the translation, the glossary with the terms collected from the text and the documentation of their meaning. In the practical part are also included the analysis of translation problems arose during translation process and the presentation of the way they have been approached and handled. Conclusion of this thesis is that theory and practice are interrelated, because theory is the basis of translator’s choices and decisions during translation process.

The present dissertation is the annotated translation of excerpts from the book "Literature and theater. Traditions and conventions as problems of the translation of plays" by B. Schultze, E. Fischer-Lichte, F. Paul et al. Specifically, chapters 1, 2.1 and 2.2 from Rainer Kohlmayer’s article “A dandy of "excellent breeding". The dramatization of Oscar Wilde's comedy An Ideal Husband by Karl Lerb in 1935” were translated for the purposes of this paper.Τhe aim of this dissertation is to present a functional translation of the source text, as well as the terms validation, the translation difficulties of the text and the way they were handled.

 

The present thesis is an annotated translation from English to Greek of four extracts from the chapter entitled “Eye tracking in audiovisual translation research” by Jan-Louis Kruger, which is a part of the book The Routledge Handbook of Audiovisual Translation edited by Luis Perez-Gonzalez. The chapter outlines the basic principles of the use of eye tracking methodologies in the research of audiovisual texts. The first part of the thesis focuses on a brief presentation of this technology aς well as on the text and linguistic analysis of both the source and the target text and the identification of the communication circumstances. The original text is presented opposite to its translation, then follow the glossary and the terminology documentation as well as the analysis of the documentation process. The thesis concludes with the analysis of the translation problems and difficulties encountered during the translation process and how they were addressed

The current postgraduate paper is an annotated translation of excerpts of the 6th chapter from the book Invisible women: Exposing Data Bias in a World Designed for Men by Caroline Criado Perez from English into Greek. The writer brings together for the first time an impressive range of case studies, stories and new research from across the world that illustrate how the bias scientific data form a society that excludes women and make them invisible. The translated excerpts reveal the data gap about their occupational health and the impact this has on their health and well-being. Initially, the text is examined according to Katharina Reiss's text analysis followed by the presentation of the theoretical framework concerning feminist translation, linguistic sexism and gender representation in the Greek language. Then, the original text is presented opposite of its translation, followed by the glossary and the terminology documentation. The textual and linguistic analysis of the original text comes next accompanied with the presentation of the research methodology. Furthermore, there is an analysis of the translation difficulties encountered in the text on a lexical, morphosyntactic, pragmatic and stylistic level along with the way they were addressed. Finally, the annex, provides a sample of an ad hoc text corpora that helped decoding the terminology and phraseology of the subject fields.

This thesis includes the annotated translation of part of the article “Regulatory Considerations for the Clinical and Research Use of Transcranial Direct Current Stimulation (tDCS): review and recommendations from an expert panel” and aims to examine the scope of Greek literature and terminology in the field of transcranial stimulation with the use of electricity. These are non-invasive methods of stimulating the brain used to a growing extent in several sectors, such as neurology and psychiatry, for clinical and research purposes. The authors of the article review the regulatory framework of tDCS, and examine the side effects and the efficacy of the method, based on data collected by several countries. The use of the aforementioned method in Greece is still limited, which makes the search for relevant data and experiences extremely interesting and challenging. In this thesis we examine the extent of the use of English terminology in Greek texts concerning this field, we analyse the difficulties in the translation process and we create a glossary of the terms encountered in the article

The aim of the present diploma thesis is to investigate the framework in which translation has been used as a teaching tool in foreign language education in the past and in the present with the purpose to present and assess the specific methodologies that have been applied as well as recommend new ways of translation use as an education tool in the modern world. The thesis will focus on the benefits of translation as a teaching tool at the level of sociolinguistic competence and pragmatic competence that are usually ignored in foreign language education giving their place to the memorization of grammar rules and vocabulary. Specific factors will be taken into consideration in our effort to prove that translation needs to be supported methodologically if it is to be used as an education tool. The present study hopes to prove that the specific topic refers to all language combinations

International conventions, after signature by the contracting States, are translated and published in the official languages of the contracting States, in order to form part of the national legislation. The Council of Europe Convention entitled “Convention for the Protection of Human Rights and Dignity of the Human Being with regard to the Application of Biology and Medicine: Convention on Human Rights and Biomedicine” (Oviedo Convention) has been signed by Greece and Cyprus and then, it was translated and officially published, in order to complete the ratification process. The present thesis analyzes the differences between the translations for the Greek and the Cypriot legal order respectively, in relation with the linguistic features of the legal order each text will be incorporated into

The present paper is an annotated translation from English to Greek of part of the article entitled “Alzheimer’s Disease”. Firstly, the translation of the article was presented, followed by the glossary of terms and the term validation. Furthermore, there was an extensive reference to the stages of research, the translation issues and the steps that were taken to solve them

The purpose of this master’s thesis is to research and investigate part of the Medical Subject Headings’ terminology. Medical Subject Headings, which are created and updated by the USA National Library of Medicine (NLM), are a comprehensive controlled vocabulary that serves the purposes of indexing articles of medical journals and books. Terminological work was carried out in the field of medicine and in particular of anatomy, with working languages being English, Greek and French. A total of 139 terms were registered in Excel sheets. In order to illustrate the conceptual relationships developed between the terms, there were also created the according ontologies.



Η παρούσα διπλωματική εργασία εκπονήθηκε στο πλαίσιο του Διατμηματικού Προγράμματος Μεταπτυχιακών Σπουδών Διερμηνείας και Μετάφρασης με κατεύθυνση τη Μετάφραση σε συνεργασία με τη Μονάδα Συντονισμού Ορολογίας του Ευρωπαϊκού Κοινοβουλίου με απώτερο στόχο τον εμπλουτισμό της βάσης ορολογικών δεδομένων ΙΑΤΕ. Πρόκειται για ένα σχέδιο ορολογίας στο πεδίο της νόσου της κοιλιοκάκης, και συγκεκριμένα στα υποπεδία της κλινικής εικόνας και της διαφορικής διάγνωσης. Κατά την εκπόνηση του παρόντος σχεδίου ορολογίας έγινε εξαγωγή και τεκμηρίωση 50 όρων στα υποπεδία που αναφέρθηκαν παραπάνω για το γλωσσικό ζεύγος ελληνικά-αγγλικά. Αρχικά, καταρτίστηκαν σώματα αυθεντικών κειμένων για τις δύο γλώσσες και ακολούθησε η διαδικασία εξαγωγής της ορολογίας με τη χρήση του εργαλείου Sketchengine. Η τεκμηρίωση περιλαμβάνει την συμπλήρωση πληροφοριών για τις εξής κατηγορίες: πηγή όρου, ορισμός, πηγή ορισμού, επεξηγηματικό συγκείμενο και πηγή επεξηγηματικού συγκειμένου ενώ επιχειρήθηκε η απεικόνιση των εννοιολογικών σχέσεων μεταξύ των όρων μέσω διαγραμμάτων. Πέραν της ορολογικής τεκμηρίωσης, αναλύεται επίσης το θεωρητικό πλαίσιο στο οποίο εντάσσεται η παρούσα εργασία, με ιδιαίτερη αναφορά στη διαχείριση ορολογίας και τη σημασία της στον τομέα της ιατρικής, γίνεται μια σύντομη παρουσίαση της νόσου της κοιλιοκάκης, ενώ παρατίθενται αναλυτικά τα έργα αναφοράς, τα λεξικά και οι πηγές που χρησιμοποιήθηκαν καθώς και τα σημαντικότερα προβλήματα που ανέκυψαν κατά τη διαδικασία. Τέλος, το παράρτημα περιλαμβάνει αναλυτικά όλες τις πληροφορίες του σχεδίου ορολογίας σε μορφή excel.

The present thesis was conducted in collaboration with the WIPO PCT Terminology Unit. The aim was to extract and document 50 terms in the domain of biopesticides for the language pair English- Greek in order for them to be used from the Terminology Unit WIPO Pearl. Firstly, we compiled the terms and we registered them on excel file covering the following information: term, term reference, defining context and defining context reference. Afterwards, for the completion of the thesis, electronic tools were used in order to collect all the useful data for each term and then we proceeded with the building of concept relations between the terms. The thesis, as it was written, includes a short presentation of WIPO, of the domain in research and the main reference and documentation works that we looked for information. Finally, we discussed the difficulties we encountered while we also include appendices of both corpuses- the English and the Greek one, and a terminology database in excel format.

The aim of the present thesis is the study of localization in tourist texts. In particular, the terms translation, localization and tourist text will be analyzed and explored, based on bibliographical references. In addition, we will refer to the particular case of “universalization”, as defined by Floros and Charalambidou. Then, we will present a case study, in which we will explore and analyze selected texts taken from the official website of Greek National Tourism Organization (visitgreece.gr). The texts have been written in order to present and promote Greek culture and our country. The similarities and differences between the Greek source texts and their translations into English will be studied. The study revolves around the skopos theory and the extent to which the functionality of these texts and their sub-elements is achieved, given the target culture. The comparative analysis involves cultural and gastronomical texts and will be carried out at a semantic, cultural and morphological level. In addition, the multimediality that governs the websites where digital texts are posted will also be taken into account, as the sites include written discourse, images, videos, and more.

The aim of the thesis was to examine the institution of family in the novels of Madame Bovaryby G. Flaubert and The Great Chimera by M. Karagatsis within the context of realism. We began with a theoretical study of the movements of French realism and naturalism as well as their impact in Greek Literature and specifically in the Greek novel. Furthermore, certain introductory, but elucidating facts regarding the work of the aforementioned authors were presented. In addition, the conception of the notion of family and its realization was examined in parallel in the two novels. The framework of interrelationships woven within the family circle and the dynamics between them was analyzed in depth, with emphasis on the woman issue. Finally, the characters’ social environment was also considered

Anne Rice is widely considered to be a leading figure of contemporary gothic fiction, being predominantly well known for her vampire-themed novels. A successor to earlier more traditional portrayals of vampirism, she examines through her unconventional vampires her contemporary social issues and anxieties. Vampires, being traditionally reflections of the social outsider, are given by Rice a narrative voice in a genre twist that casts the dominant social ideology itself and not the victims of its ostracization of the devil of the tale. In Interview with the Vampire (1976), Rice examines feminist issues and the toxicity of patriarchal ideals as well as the anxiety born out of the loss of faith in societal norms and beliefs through her themes of good and evil, the supernatural, and the macabre, in her effort to reflect contemporary mindsets and concerns. In The Vampire Lestat (1985), Rice continues her motif of subverting the traditional connection between vampirism and Otherness by applying a positive twist to the convention of the vampire as a symbolic sexual outsider. Drawing on the AIDS epidemic in 1980’s America and the fights for liberation of the queer community that followed, Rice gives a voice in carefully constructed narratives that subtly celebrate Otherness in addition to vilifying repressive and oppressive dominant cultural ideologies.

The present dissertation concentrates on delving into the inflectional allomorphy of Albanian nouns both theoretically and computationally. After it provides a theoretical framework accounting for the notion of allomorphy across the linguistic literature, it attempts to put in the foreground some theoretical observations in order to describe the allomorphic situation in the language. Due to a number of inconsistencies in the data, the dissertation suggests that the best way to explain this particular type of allomorphy is by stepping on morphophonology and lexically- and/or historically driven factors, as Albanian has been a language that has experienced a variety of language contacts with many European people. After this, the dissertation explains the corpus-based means, LINGUISTICA, by which it analyses the allomorphy and the suffixes appearing in the wide corpus used. As a major fact, the thesis underscores the fact that the definite form of Albanian nouns is computationally more successful in terms of LINGUISTICA being more effective in finding its inflectional suffixes rather its counterpart, the indefinite form. In the end, the dissertation entertains the idea of further multidisciplinary investigations on Albanian allomorphy.

The dissertation will adopt a psycholinguistic approach to special learning difficulties and, more specifically, dyslexia. First, I will offer the theoretical background on dyslexia, mainly focusing on the cognitive control impairments underlying the disorder and how these deficits affect dyslexic students’ ability to learn a foreign language. In the second part of the dissertation, I will focus on developing materials suitable for learners with dyslexia. Specifically, the recommended activities will aim at compensating for cognitive control deficits in dyslexia by mainly tapping on cognitive control functions that are considered to be preserved in dyslexia. One of the learning activities will be computerized. Using the appropriate software, I will try to develop an application which the learners can access longitudinally and the results will be automatically sent to the administrator

Politicians usually employ the art of rhetoric in order to gain people’s support and persuade them to vote for them. One powerful tool of persuasion is presupposition and I intend to explore how politicians exploit this particular device. Presupposition is considered to be a skillful tool by which people are able to imply meanings without stating them clearly, or present things taken for granted, even if these things simply resemble their ideology and may be questionable (Machin & Mayr; 2012). The focus of the survey is the use of presupposition generally in political speeches, since politics is considered to be a contest for power in order to gain people’s support and vote. Thus, language plays a vital role in it, and since presupposition can be thought of as a useful tool in order to mold people’s ideology, it could not be avoided in political debates. More specifically, this particular paper is based on the political speeches of Hilary Clinton and Donald Trump during the three presidential debates taken place on September 26th 2016, October 9th 2016 and October 19th 2016. By examining how presupposition is applied in political discourse, I expect to be able to illustrate that presupposition is indeed extensively used in politics, provide the way this happens through a critical discourse analysis (CDA) and outline the reasons why presupposition is essential in political speeches.

The research study is about the acoustic analysis of vowel reduction related to Greek vowels / i, ?, o, ?, u / produced by teenagers with cochlear implants (CI) compared to normal hearing (NH) speakers. The corpus included disyllabic words stressed in initial and final syllable, as well as sets of trisyllabic words with the same segmental composition of the form (C)VCVCV but different stress placement to test pre-stressed, stressed and post-stressed vowels. We measured the effect of stress, position, number of syllables and gender on the duration, formant frequencies (F1, F2), fundamental frequency (F0) and the intensity (I) of the Greek vowels produced by adolescents with profound hearing impairment and with normal hearing by using the Praat software (Boersma & Weenink, 2001).

Τhe present dissertation discussed the phonological and morphological occurring phenomena in the Tsakonic dialect. Based on the theoretical framework of language shift and language death, it also aimed to examine if and to what extent several morphophonological phenomena of the Tsakonic dialect were influenced by standard Greek; in other words, if Tsakonic has undergone attrition and constitutes an endangered language. The data were collected through fieldwork research, which was conducted in Peloponnese in November of 2016. Twelve Tsakonic speakers participated and their age ranged from 52 to 84 years old. Interviews with them took place while they were being recorded. The data were analyzed by qualitative research, thus statistical results were not included. The findings confirmed that Tsakonic has been greatly influenced by standardGreek. Its structure is now reduced and oversimplified. The Doric elements of the dialect have been preserved but they constitute mostly a lexical rather than a phonological matter. The reasons that Tsakonic is heading to its death since 1960?s are various. The urbanization made people look for a better job in big cities, the upgrading of means of transportmade the area accessible, linkingthe villages of Tsakonia to nearby cities. Therefore, the dominant language in Tsakonia is now standard Greek. The findings of the research indicated that Tsakonic is seriously endangered since there are very few young speakers. In order to save the dialect, the speakers’ attitude towards their dialect should be positive and the community should organize lessons, lectures etc.

The thesis dealt with the issue of teaching reading strategies to young learners of English and explored their effectiveness with the use of a number of English texts and different types of comprehension questions. Research on this field has shown that young learners can be taught to use top-down and bottom-up strategies in order to improve their reading comprehension skills. Learners should be trained to employ strategies such as prediction, activation of background knowledge, imagery, memory, inferencing, skimming and scanning. It is particularly important that learners are trained to be able to guess the meaning of unknown words and phrases that appear in the texts and at the same time control any affective factors that can influence them. Through empirical observation and task analysis this thesis explored the progress in the reading strategies employed by 7 young learners of English (Level A1-Α2) who were explicitly taught some reading strategies by means of in-class tasks. Their progress was checked with tests administered before and after the instructional interventions (pre- and post-testing). Results showed that explicit strategy instruction helped improve the learners’ performance in reading comprehension tasks more than implicit instruction. Explicit strategy instruction also led to the learners’ adopting positive attitudes towards strategy use

This dissertation discusses the influence of cartoon series in teaching English as a Foreign Language (EFL). Six Greek second grade primary school learners were exposed to eight episodes of Ben and Holly’s Little Kingdom British cartoon series in English without subtitles in eight different lessons, which took place in a private English Language centre, at a summer class for young learners in July. During all lessons, the learners were only exposed to oral English and there was no explicit teaching. At every lesson the learners were deliberately engaged by their teacher to interact orally about the plot and the characters, trying to elicit information in a non-explicit way. After each episode the learners were tested through specially adjusted level and age appropriate tasks to estimate the extent to which the comic series contributed to vocabulary reception and acquisition. Observations after implementing the lessons point out that a significant amount of words and lexical chunks was acquired by the learners as well as increased interest about this specific teaching technique. The teacher in charge believes that the comic series worked as a means of communication for the learners who opted for the English language as much as possible. Obviously, transposition back and forth to their mother tongue was inevitable, yet, there was spontaneous use of the target language and the conclusion to be drawn is that the underlying principle for this to happen was the use of comic series as a language teaching technique.

Writing the discussion section of a master’s dissertation is a challenging task for both native (NS) and non-native (NNS) post-graduate students, yet it is a relatively underinvestigated area. The present thesis attempts to mend this “unfortunate oversight” (Berkenkotter & Huckin, 1995, p. 4) by investigating not only the move structure of the discussion sections of master’s dissertations in the field of Applied Linguistics written by both NS and NNS writers but also the occurrences of “shell nouns” (Schmid, 2000) and the lexico-grammatical patterns of the most frequent shell nouns. The exploration of our corpora by means of an adapted two-layer model for move analysis (Yang & Allison, 2003), unveiled both similarities and differences regarding the distribution of moves and steps, move ordering and obligatory moves. In addition, the investigation on the occurrences of 35 shell nouns (Hinkel, 2004) revealed that there are no significant differences in the distribution of singular or plural shell nouns between the two corpora. The main lexico-grammatical patterns of the most frequent shell nouns were also identified. The research findings provide some pedagogical implications that can be valuable in teaching and learning English for Academic Purposes (EAP), especially in the context of second/foreign language learning

The aim of this MA thesis is to investigate the dialect of Krania, Elassona, which constitutes a Northern Greek dialect, from a phonological and morphological perspective. For this purpose, a descriptive, empirical research study was conducted based on the analysis of the recorded dialogues of four different age groups, who are residents of Krania. The exploration of the data showed that the dialect of Krania exhibits optional unstressed mid vowel raising and optional unstressed high vowel deletion. These acoustic phenomena influence the inflectional morphology of the dialect of Krania and as a result, its morphological system exhibits some differences compared to the morphology of Standard Modern Greek

The present research study aimed at the exploration of listening and speaking strategies as these were employed by monolingual and bilingual Greek learners of English as a foreign language (EFL). The research was conducted within the case study framework and the participants were five monolingual and two bilingual Greek learners, all of whom were attending C2 level exam courses of English at the time of the experiment. The research methodology applied, which was initially piloted, combined both quantitative and qualitative techniques. Listening and speaking strategies questionnaires, intervention tasks, class observations and semi-structured interviews were employed in order to probe into the participants’ use of listening and speaking strategies prior to and following an intervention project. In contrast to the expected general superiority of the bilinguals, they did slightly outperform the monolinguals solely in the cognitive and social listening strategies, as well as in the compensation speaking strategies. The monolinguals, on the other hand, proved better at the speaking metacognitive strategies. Although no significant result was registered in either the use of Language Learning Strategies (LLS) in general or speaking strategies in particular, participants seemed to be positive towards the strategy instruction and the exploitation of LLS in the EFL context. On account of this, the research results could be characterized as mixed. Furthermore, in line with the research implications, foreign language educators should place more emphasis on the social and affective learning strategies

The purpose of this study is to investigate the way CLIL methodology is realized and implemented in four southern European countries (Cyprus, Greece, Italy and Spain) with the view to comparing their syllabi and developing CLIL lessons that would address to primary school learners. The particular study aspires to reconcile various features in order to provide ideas and material that could be used by teachers and learners of different nationalities who may speak different languages but they still could teach or attend the same classes. Thanks to the flexible nature of CLIL, this idea could be feasible. Specifically, the first chapter places CLIL into the European educational framework and presents a general overview of CLIL methodology. The second chapter refers to the CLIL studies that have been conducted in the four European countries, investigates the ways CLIL is implemented in them and compares the four countries’ syllabi. In the third chapter a single primary school subject is chosen and four thematic areas are drawn from it as they constitute the source for designing the CLIL lessons. The fourth chapter includes the actual CLIL lessons which are described in the form of activities and finally the fifth chapter involves targeted ideas deemed for further discussion, certain pedagogical implications, and the limitations of the study as well as proposals for future research

This dissertation explores the function of the female body in Jeffrey Eugenides’s The Virgin Suicides. As I demonstrate, the female body serves as the locus where the novel’s two major constitutive axes converge. The first axis is that of the text’s narrative organization. More precisely, the novel’s central plural narrative voice is interwoven with an abundance of different narrative voices. I locate the drive that produces the novel’s narrative thrust in the centrality of the female body. The second axis has to do with the novel’s generic self-identification. The narrative consciously uses the tropes of the Suburban Gothic, and in doing so, problematizes the female body within the American Suburb, and the Gothic genre. I argue that, while most narrative voices and gothic representations of femininity in the novel ostensibly reproduce the dominant patriarchal ideology, a number of narrative moments insidiously undermine this ideology, therefore enabling a reading of the novel as critical of patriarchy.

The interest of the present thesis lies on the conceptual and grammatical motivations that account for the polysemous Greek prefix ξε- (hence, kse-). The thesis discusses the existing bibliography and describes the inventory of senses provided so far for the prefix. The main aim is to propose a new organisation of the senses of kse- based on cognitive issues and to highlight the role of figuration as regards the formation and organisation of Greek verbs with kse-. For that reason, and with no intention of underestimating the importance of the grammatical motivations for the organisation of the senses of kse-, the analysis focuses more on the cognitive and figurative aspects of the issue. For the purposes of this thesis, an account of the theory of image schemas as the basic cognitive mechanisms that structure human understanding and contribute to the creation of a more comprehensible and patterned reality is provided. It is followed by an overview of the framework of Cognitive Linguistics (hence, CL) on the polysemy of words, with a focus on the account of polysemy by means of the cognitive mechanism of metaphor, as well as on the account of semantic networks. The semantic relation of oppositeness is also presented in relation to the polysemy of the prefix; Cognitive Grammar, and more specifically, tense and aspect, are discussed with regard to the grammatical motivations that underlie the organisation of the senses of kse-. Last, the thesis suggests that Lakoff and Johnson’s (1999) Event-Structure Metaphor (hence, ESM) accounts for the metaphorical meaning extension, and hence the polysemy, of the Greek verbs with kse-.

This M.A. thesis is focusing on the examination of African American Yusef Komunyakaa’s I Apologize for the Eyes in my Head (1986) Native American Simon J. Ortiz’s from Sand Creek: Rising in this Heart which is our America (1981) poetry collections within the sociocultural and historical context of the second wave of the civil rights movement in the U.S.A. in the during the 1980s. In particular, this thesis attempts to explore the complex ways in which both poets employ raw material from their distinct cultural traditions in order to revise and undo racial and ethnic stereotypes imposed by white Americans on the ethnic groups these two poets represent and write for, that is Native Americans and African Americans. Through their experimentation with aural as well as formal elements, such as the breath unit, the rhyming patterns they employ, and the symbolic imagery they create in their poetic practice, both poets re-define their ethnic identity, which had been rendered marginal over centuries of white American cultural supremacy. The two chapters contained in this thesis concentrate on Komunyakaa’s African American background with emphasis placed on his allegiance with the Black Arts movement and the role black aesthetic plays in his poetry writing as well as on Ortiz’s Native American culture with attention paid to aspects of orality, aurality, and language.

The aim of the present thesis was to provide accurate terminology concerning the domain of coeliac disease and the subdomain of biology in particular. The forty terms in total were collected through a corpus of original texts and documented in Excel worksheets both in English and in Greek. At the same time, the conceptual relations developed among the terms were detected. The domain of the present study and several of the suggested terms were selected in collaboration with the Terminology Coordination Unit (TermCoord) of the European Parliament with a view to support EU’s terminology database IATE (Interactive Terminology for Europe). The thesis includes the presentation of the domain of study, the primary and secondary sources for terminology validation, the tools used for data collection as well as the stages of the study. Finally, samples of the Greek and English corpora in addition to the terminology project are appended in the last section of the paper

This thesis is an annotated translation of two excerpts of Joseph Danan’s book “Entre theatre et performance: la question du texte”. Due to the increasing use of the term “performance” in theatre studies, the dramaturge Joseph Danan attempts to define this term and to explore the role of the dramatic text in this particular form of artistic expression. This thesis starts out by outlining the theoretical background of the text, focusing on the history of performance. The original text is presented opposite of its translation; then follows the glossary and the terminology documentation. Difficulties and problems encountered during this translation come next, along with how they were addressed; the epilogue follows last along with the bibliography

This present thesis explores the ways organic and technological elements blend in, through the digital music video. Considering two music videos of the islandic musician Bjork, there unfolds an attempt to approach the various processes of human re-arrangement and re-molding, that take place in the experience of art – changes that emerge from human interaction with digital codes and data. The constant transformations of human, that are underlying in both music videos, renegotiate the boundaries of meanings such as organic features, human(ness) and digital art. By tracing the junctions of these axes, human/data symbiosis in digital art serves as the scope of this analysis. Case studies for this purpose are the music videos for the songs Human Behavior (1995) and Notget (2015). Incorporating different modes of representing the idea of becoming by Gilles Deleuze and Felix Guattari, the the human body is promoted to an open and ever changing process. In addition, digital image and visual effects metonymically deduce this approach, to an understanding of human body, and all reality, as a body of data. The specific music videos are chosen so as to take into account a large spectrum of Bjork's carrer timeline in the analysis, in order to unravel her artistic course and the

The thesis is an annotated translation of a chapter’s section by Kenneth Thau and Anna Maria Streeruwitz: Pharmacotherapy of Bipolar Disorder from English into Greek. This section is from the book A Handbook of Depression and Anxiety and focuses on the pharmacotherapy used for the treatment of an affective disorder, bipolar disorder. In particular, the text focuses on the function of two kinds of medication, that of mood-stabilizers and anticonvulsants. The text belongs to the medical field. This thesis starts by a short presentation of the original text and the specific field. The original text is presented opposite of its translation and then follow a term glossary and the terminology documentation. A commentary of the translation and of the specific elements of the text come next, as well as difficulties encountered along with the way they were addressed. At the end of the thesis there is an abstract with parallel texts used during the translation process

This master’s dissertation presents the annotated translation of chapter 7.1 from Jorn Albrecht’s book “Literary Translation” from German into Greek. The chapter focuses on the terms which are used to define freer forms of literary translation. These free forms of translation are explained through the quotation of literature and poetry excerpts. Τhe source text is analysed in its communication circumstances and the target text is studied in terms of skopos and translation strategy. The source text contains terminology from the fields of translation studies and literature, which makes the creation of a term glossary and the terminology documentation integral parts of this work. The dissertation concludes with the analysis of the translation problems encountered during the translation procedure and the techniques applied for their solution.

The aim of the present thesis was to firstly collect data regarding the phenomenon of fansubbing in Greece through the study of international bibliography. Secondly, it aimed to collect data from the fansubbers themselves as to find answers to the researching questions: who are fansubbers, how much experience do they have with translation and subtitling, and do they follow the same rules regarding subtitling. To get a more complete idea of the differences or lack thereof between professional subtitling and fansubbing, a comparative study was completed of subtitles for two sitcom series created by professional subtitlers on the one hand and by fansubbers on the other

Great interest has been expressed towards Content and Language Integrated Learning (CLIL) during the last two decades thanks to its balanced way of teaching content and language. However, the lack of ready-made CLIL materials is considered a drawback of this educational approach. This study aims to examine the effectiveness and consistency of specific teaching materials which have been designed based on the principles of CLIL. The materials have been created by a group of MA students of the Foreign Language Learning and Teaching department of the Aristotle University within the framework of the course “Design and Evaluation of Teaching Materials”. Six different subjects focusing on certain content areas are piloted; Anthology, Computer Science, Art, Geography, History, Drama and Social Studies. The efficacy of the materials is investigated in relation to time necessity, the appropriateness of linguistic and cognitive level, the achievement of learning outcomes, learners’ participation as well as stimulation of the materials. The pilot study takes place at the 3rd Experimental Primary School of Evosmos, Greece. The lessons are taught by the teachers of the school in 5th and 6th grade. Data are collected through three different sources: class observation, semi-structured interviews and questionnaires. As far as findings are concerned, the materials are expected to be effective; in case they do not, they will be modified in order to become more practical. This paper includes the final version of CLIL materials which after the evaluation of the digital school are meant to be published so as teachers can have access to them

CLIL has been gaining ground in the field of SLA in Europe for the last two decades. The focus of this alternative approach is dual on both subject knowledge and language skills development while the latter complement each other in a balanced way. Despite in its infancy, the implementation of CLIL within the Greek teaching framework and especially the field of CLIL materials development are promising, yet, challenging. The Experimental School of Evosmos in Thessaloniki, Greece in collaboration with the School of English of the Aristotle University of Thessaloniki constitute a guiding light for the promotion of CLIL in Greece. To this end, the current study targeted the implementation of CLIL materials designed for content areas based on the Greek primary school syllabi of subjects mostly from the 5th and 6th grade, the evaluation of their effectiveness and the creation of new revised versions. For this action research a qualitative methodology of data collection was followed while the data were triangulated in terms of methods and sources, that is data were gathered through class observations, semi-structured interviews with the teachers and learners? questionnaires. These data were valuable for the evaluation as well as editing of the piloted materials. The revised CLIL materials aspire to supplement the existing teaching resources and constitute a proposal for the “Digital School” of the Greek Ministry of Education.

The Greek-speaking student that was studied has been diagnosed by the Greek Differential Diagnosis, Diagnosis and Support Center with a specific learning difficulty, namely dyslexia, attention deficit without hyperactivity, oppositional defiant behavior and emotional difficulties, all of which affect his performance in learning English as a foreign language, as well as his self-image. The purpose of the study is twofold. First, to describe his learning profile by providing an in-depth understanding of the underlying cognitive processes associated with his strengths and weaknesses; second, to discuss implications for future methodological choices, thereby optimizing his chances of success in foreign language learning. To describe his learning profile in detail, a combination of qualitative and quantitative data were used. More specifically, a) data from experimental tasks measuring language ability, social cognition and executive functions, b) the official evaluation made by the diagnostic center and c) supplementary observations made by one of his teachers of English (the author) intermittently over the past three years. The student’s strengths were detected in the areas of oracy skills, verbal comprehension, vocabulary knowledge, narrative ability, phonological, visual-spatial and episodic working memory. His difficulties manifest themselves in the areas of automatic word recognition, reading accuracy, reading fluency, reading comprehension, grapheme-phoneme correspondence, orthographic awareness, phonological short-term memory, visual stress, fine motor coordination skills, attentional issues and some difficulties in perspective taking. Systematic, research-based intervention can mitigate the effects of the above difficulties and increase his chances of success in foreign language learning.

Goal of this thesis is to explore the field of Non Intrusive Load Monitoring in houses with the application of machine learning techniques. The main existing techniques and models, that have been applied to the NILM problem, are analysed. Furthermore, a new technique based on transfer learning is developed and described. This technique is based on transferring the input data first at image representation and then to a different input space using a pretrained Artificial Neural Network. The proposed method is then directly compared to previously existing methods. It is found out that the proposed method outperforms the methods that it is compared to for some appliances

The present dissertation aims at investigating the extent to which optionality between do-support (i.e. the periphrastic formation of negative and interrogative clauses with do insertion) and lexical verb raising was still present in 17th, 18th and early 19th century English writings. First of all, the theories that explain language change are presented so as to understand why English transformed so dramatically, from its very flexible and fully inflectional Old English form of the 10th century, to the totally rigid and inflections-free form of today’s Modern English. To be specific, the notions of grammaticalisation, contact-induced language change and language-internal change are developed and related to the case of language change in English. Moreover, we provide a detailed description of the syntax of negation and adverb placement throughout. the history of the English language to point out all the alterations that have occurred diachronically and concern these two elements. Finally, writings by Jane Austen, Adam Smith, John Locke, Jonathan Swift and Daniel Defoe among others were analysed as pieces of original writings of the period, in order to define whether do structures were equally common as were inverted questions and negations using a simple postverbal not, found in abundance in previous periods of the history of the language. Apart from negation, the dissertation looks into the placement of frequency and manner adverbs, since their position before or after the verb in the clause is a diacritic of verb movement, according to literature. The rise of periphrastic do is a monumental transformation in English, and it marked its total reform. Although the phenomenon has been extensively studied in Middle English, which was the period it first appeared, Modern English has been largely underexamined and it thus offers fertile ground for a study of the specific type. For the purposes of the study corpora from Oxford University Text Archive were used since they are in a format (.txt) that allows concordance search by a relevant software (AntCon). The results show a significant decline and final disappearance of optionality from Middle to Modern English, a period when the relevant parameter seems to have been permanently fixed to the negative value. We will then go on to discuss some rare instances of negative and interrogative clauses without do-support in Modern English in terms of the social context in which they were used

This study concerns the effect of agrammatic Broca's aphasia on sentence comprehension. The aim of the study was to examine whether word order, morphological case, domain of agreement and its subparts, and adjective position affect the performance of agrammatic patients in sentence comprehension. Two grammaticallity judgment tasks were used to assess the performance of individuals on VSO vs VOS order, SV vs VS order, nom-nom vs acc-acc structures, prenominal vs postnominal adjectives, nominal vs verbal domain of agreement, and their subparts, which include number, gender, and person agreement. Results show a general difficulty of patients in interpreting postverbal subjects, a preferred agent – theme interpretation of the sentence, a less impaired nominal domain of agreement, a more impaired verbal one, and no differences between their subparts. Unclear results are reported for prenominal vs postnominal adjectives and for the role of morphological case. A processing deficit, along with a selective impairment in the mental lexicon seem to explain the performance of agrammatic patients.

This thesis is concerned with the position and interpretation of adjectival constructions in English. Issues stemming from the interpretation of adjectives are discussed in conjunction with the positions occupied by them. The positions that are investigated are the predicative position in the sentence and the premodifier and postmodifier zones in the noun phrase. Through the analysis, it is evident that not all kinds of meanings are available in all positions. The conclusion of this thesis is that these three positions are, in fact, constructions in the fashion of Construction Grammar (Goldberg 1995). In particular, the premodifier zone possesses a number of specific slots associated with specific adjective functions, which can express a wide range of interpretations with the head noun. On the other hand, the predicative position can mostly express meanings related to the extra-linguistic reference of the noun. Last, the postmodifier zone also possesses two slots associated with particular interpretations and, thus, the postmodifier zone can express only some of the meanings available in the premodifier zone. Furthermore, the expression of permanence and temporariness of properties is investigated, as particular positions are commonly associated with temporary and permanent senses. The conclusion is that there are grades of permanence in both modification zones and that the adjectives’ positions in these zones have specific correlations with these grades. On the other hand, the predicative construction is neutral to this issue, as the evocation of permanence or temporariness in this position needs further co-textual specification.

The purpose of the dissertation was the understanding and analysis of a phonological phenomenon known as Schneider’s Law or Law of Double Consonants. The dissertation supports the application of the law to four languages; Inuktitut, Trukese, Japanese and Dogrib. After the presentation of the language data and their previous analyses, the dissertation’s thesis is introduced. Namely, previous analyses suggested that Schneider’s Law concerned the simplification of a geminate when it follows a syllable with another geminate. The present dissertation directs the analysis to the avoidance of one and only syllable having parts of distinct geminates to both its syllable margins. This avoidance is assumed to be mainly due to the excessive markedness of geminates. Moreover, there are given analyses of the four languages based on the Optimality Theory for further support of the claim. Finally, the dissertation discusses alternative theories concerning the analysis of Schneider’s Law.

For over a decade now, Supernatural has been the longest running fantasy TV show on television non-stop. Its cult following has slowly but steadily risen, exploding this small horror show into stardom, with a major fanbase supporting it. My thesis will examine how Supernatural’s fandom is represented in the show, and how the rich dynamic between the producers and the fans have shaped the narrative of the show. The fandom community is a creative community that takes its raw material from cultural entertainment and shapes it into something creative and innovative, thus showing its affection for the initial product. Through the findings of a survey I have conducted and distributed through social media to fans of the show, I aim to demonstrate how the portrayal of fandom culture in the narrative of the show has aided in representing fans in a positive manner. Following, among others, Henry Jenkins’s theoretical approach of convergence culture and participatory culture, I examine how fan practices interact with the text, and how the show interacts with its fans by incorporating them in their canon. The result is a trusted environment for the fans to come forward with their creative ideas, and safe enough to develop their identities while engaging in pop culture practices. I conclude that fans are not “couch potatoes” pressing buttons on a remote, rather they engage actively with a cultural text. Televisual cultural commodities are no longer just moving images, they are a thread in the fabric of our cultural inheritance. Proper representation of fandom culture matters, because fans are the keepers and carriers of all past and present cultural phenomena

Speech production in Down Syndrome (DS) is characterized by a high incidence of articulation errors that often lead to unintelligible speech (Hamilton, 1993, Timmins et al, 2007, Bunton et al. 2007). Reviews on speech impairment in DS have indicated a number of possible factors, including physiological variations with effects on the size of the oral tract, hypotonia of the muscles, phonological delay/disorder and motor programming deficits (Hamilton, 1993, Bunton et al., 2007). Controversy on the issue of speech impairment in this population is likely to be attributed to the limited number of studies that make use of objective measurement tools to examine the articulation patterns of this population. The aim of the present thesis was to investigate the articulatory patterns for fricative sounds by a Greek adult speaker with DS (speaker MB) using electropalatography (EPG). Normative data was obtained from a Greek adult speaker (speaker KK). Acoustic and EPG data were simultaneously collected while the participants read a list of words containing the Greek fricative consonants /s/, /z/, /x/, /?/, [c]and [?]. Fricative /s/ was also examined as part of a two- or three-consonant clusters, specifically /st/, /ts/, /str/, /sp/, /ps/, /spr/ /sk/, /ks/ and /skr/. EPG analyses included examination of total amount of contact, center of gravity and centrality measure for the fricative sounds. Variation due to vowel context, lexical stress and word position was also examined. The two speakers also participated in a diadochokinetic assessment task (DDK), which tested their ability to rapidly alternate the articulatory movements for the production of syllables /p?/, /t?/, /k?/, as well as the sequences /t?-k?/ and /p?-t?-k?/. Results of the EPG analysis showed important differences between the two speakers in total amount of contact and place of articulation, with speaker MB consistently showing less amount of contact and a significantly more posterior place of articulation for singletons /s/, /z/, [c]and [?] and the /s/ in clusters. No differences were found for fricatives /x/, /?/. In the DDK task, speaker MB showed slower DDK rates than speaker KK, especially in relation to the sequence /p?-t?-k?/. The Greek adult with Down Syndrome showed signs of both dysarthric and dyspraxic speech, indicating that speech impairment in Down Syndrome results from difficulties at different levels of the speech production process. Incomplete contact found in the majority of the fricative singletons points to an articulatory impairment which could result from hypotonia. Hypotonia of the tongue, which has been connected to Down Syndrome, is typically a feature of dysarthric speech and implies problems in carrying out the appropriate tongue movements for the target sound (Hardcastle et al., 1985). Slower DDK rates is a feature that has been reported to studies of people with speech disfluencies (Forster and Hardcastle ,1998, Wood ,1995) and indicates a breakdown in motor programming during the production of speech. The findings of the present study are also discussed taking into consideration the speech disfluencies that our participant exhibited during the recordings

This Portfolio presents the rationale behind the implementation of fairytales and music while adopting a multisensory approach to the teaching and learning of the foreign language. The benefits of using authentic literary material in primary school are evident in many studies discussed in this portfolio, as well as in my first attempt to replace traditional coursebooks, mainly used at schools for language learning purposes, with an alternative way of teaching. More specifically, I have chosen three classic fairytales (Little Red Riding Hood, The Three Little Pigs, Pinocchio) to teach simple words and phrases in English. The nine (9) lesson plans created present the different ways that the three fairytales chosen can be taught to Grade 1 students who attend a private school in Thessaloniki, Greece, with the help of multisensory techniques, which are mostly incorporated in storytelling, music and games. The reflection part at the end of the portfolio attempts to present the introspection and reflection that took place upon the completion of each lesson so as to consider the activities that were ultimately beneficial and the ones that need to be adapted. Even though many changes had to be made in the original lesson plans, I would say that my initial aim of engaging the students and simultaneously, providing them with the corresponding knowledge, was accomplished

This thesis examines two Broadway musicals which reflect upon the distinctive features of American identity by revisiting American history. Lin-Manuel Miranda’s Hamilton: An American Musical was produced in 2015 and revolves around the life of the American Founding Father Alexander Hamilton. Incorporating hip-hop music and a cast of non-white actors, the musical revisits the American Revolution with a clearly patriotic intent as it embraces the idea of the American revolutionary promise and democratic potential. On the other hand, Stephen Sondheim’s Assassins, which first opened Off-Broadway in 1990, portrays nine attempted or successful assassinations of American presidents over the historical span of a hundred years. It looks at American history through a different prism, by exploring the dark side of the American Dream, since it questions American ideals such as the notion of economic success and social prosperity. The aim of this thesis is to delve into the revisions that these two musicals make regarding the American historical past in order to either challenge or ratify conventional conceptualizations of patriotism. Focusing on the political climate of the period in which they were composed, the thesis explores the musicals’ impact on their contemporary culture and society within a context of social crisis and political conflicts

Linguistic complexity is a subject that has ignited strong disagreements among scholars and its measurement undoubtedly constitutes an intricate task. In this study, we examine how grammatical complexity changes diachronically through the emergence of new grammatical items, focusing on the grammaticalization path of the extensively studied be going to construction of English. Our aim is to demonstrate that such changes can be conceived of as universal complexity-alteration paths that take place in parallel to grammaticalization processes. An important theoretical commitment of this study is the distinction between two types of complexity: 1) structural static complexity, defined as form-meaning correspondence ratio of a construction and 2) dynamic complexity, which will be defined as static complexity divided by entrenchment degree of a language construction per time unit. Entrenchment degree will be taken to be analogous to type frequency -given that type frequency contributes to productivity and higher productivity leads to higher entrenchment. For the estimation of frequencies, a corpus-based research has been conducted. This information will reveal the level of processing difficulty associated with each phase of the construction along its temporal continuum. Our hypothesis is that any tendency towards structural simplification or complexification of the grammatical system will be neutralized if we also take the cognitive effect of processing into account (dynamic complexity). By combining static complexity with processing difficulty, the estimation of complexity -understood both as a systemic concept and as a dynamic cognitive process at the same time- offers us interesting evidence as to how grammatical complexity evolves through time. Particularly, we found that grammars do not become simpler or more complex in the passing of time, as it has been often proposed. Contrastingly, it is assumed that there is a balancing mechanism between structural and cognitive processes that maintains overall complexity in languages over time.

The present study addresses the question whether bilingualism enhances pronoun ambiguity resolution, inhibitory control and Theory of Mind skills in bilingual children as compared to their monolingual peers. Regarding ambiguous pronoun resolution, we used Papadopoulou et al.’s (2015) on-line self-paced listening picture verification task. Research has shown that language phenomena at the interface between syntax and pragmatics present optionality and instability for bilingual individuals. To test if cross-linguistic differences affect pronoun resolution preferences, the study involved bilinguals that had different L1s (namely, Albanian and Armenian) but the same L2 (Greek). To test the children’s cognitive control abilities, we used Treccani et al.’s (2009) online spatial target location regarding inhibition/interference suppression ability, as well as negative priming effects. We hypothesized that bilingual children would exhibit an advantage in their inhibition and negative priming performance. Finally, Theory of Mind was tested through a silent video task (Devine & Hughes, 2013). We were interested in observing if language plays a significant role in enhancing children’s ToM skills and whether such enhancement would correlate with their performance in the pronoun resolution task. Our participants included three groups: 19 Armenian-Greek bilingual children (Mean age: 10,0 SD: 1,5), 19 Albanian-Greek bilingual children (Mean age: 9,9 SD: 1,6) and 19 Greek-monolingual children (Mean age: 9,8 SD:1,7). Children’s bilingual status was measured through questionnaires addressed to their parents (Thales project MIS377313–Bilingual Acquisition & Bilingual Education: The Development of Linguistic and Cognitive Abilities in Different Types of Bilingualism, FP7). Results indicated that monolingual and Albanian-Greek bilingual children exhibited qualitatively similar patterns of performance in referential comprehension in contrast to Armenian-Greek bilinguals, while both bilingual groups performed better than monolinguals in the inhibition task. The Albanian bilingual group exhibited superior performance than the Armenian bilingual group in the ToM task. The overall findings suggest interactions between ToM, inhibition and pronoun resolution, which may be attributed to the perspective-taking feature included in the pronoun task. Results are going to be discussed with reference to the children’s demographic profiles. This study advances our knowledge regarding the relationship between language and cognition, including inhibition and Theory of Mind skills.

Ο παρών φάκελος εργασιών (portfolio) υποστηρίζει την εφαρμογή πρακτικών Κοινωνικής και Συναισθηματικής Μάθησης (SEL) ως μέσο αντιμετώπισης των αναγκών εκμάθησης λεξιλογίου σε Έλληνες αρχάριους ενήλικες μαθητές της Αγγλικής Γλώσσας, ως ξένης γλώσσας, στο πλαίσιο του Σχολείου Δεύτερης Ευκαιρίας. Στόχος του είναι να ενισχύσει τις ενδοπροσωπικές και διαπροσωπικές δεξιότητές τους και να τους οδηγήσει στην επίτευξη θετικών αποτελεσμάτων, τόσο στην ικανότητά τους να μάθουν, όσο και στην ανάπτυξη ικανοτήτων διά βίου μάθησης. Ο φάκελος εργασιών αποτελείται από το θεωρητικό μέρος στο οποίο παρουσιάζονται βασικές έννοιες σε σχέση με τη φιλοσοφία των σχολείων δεύτερης ευκαιρίας, τους ενήλικες εκπαιδευόμενους και τη φιλοσοφία διδασκαλίας της συγγραφέως. Το πρακτικό μέρος αποτελείται από δείγματα μαθημάτων με βάση την Κοινωνική και Συναισθηματική Μάθηση, σχεδιασμένα για να καλύψουν οκτώ διδακτικές ώρες σε ένα Σχολείο Δεύτερης Ευκαιρίας της Θεσσαλονίκης κατά το σχολικό έτος 2018-2019. Το κάθε δείγμα συμπεριλαμβάνει το σχέδιο μαθήματος, το διδακτικό υλικό του, την αιτιολόγηση για το σχεδιασμό κάθε δραστηριότητας και γενικά σχόλια μετά την υλοποίηση του μαθήματος. Στο τέλος, παρουσιάζεται μία γενική αποτίμηση της όλης προσπάθειας

The purpose of the present dissertation is twofold. Initially, it is intended to investigate the cognitive principles underlying the various types of conditional constructions in Eng-lish, and determine how conditional constructions are viewed and conceptualized within the Cognitive Linguistics framework. The second objective of the study is to suggest a new pedagogical approach to teaching English conditionals based upon the principles of Cognitive Grammar. The main argument motivating the present study is that conditional constructions are polysemous and convey a variety of different meanings (predictive, counterfactual, epistemic, speech-act, metalinguistic, meta-metaphorical conditionals). For the purposes of the study, the framework of Mental Spaces Theory (Fauconnier, 1985, 1994) and Conceptual Integration Theory, or Blending Theory (Fauconnier and Turner 1996, 1998, 2002) will be employed. More specifically, it is claimed that in con-struing a conditional construction, speakers are engaged in a mental space building pro-cess. Conditional constructions set up alternative mental spaces, namely pairs of mental spaces that cannot temporally and spatially overlap. The meanings of the two alternative spaces are integrated into a separate space known as the blend (or blended space). It is through this blending process that meaning elaborations of conditional constructions are motivated. Drawing on Mental Spaces Theory and Conceptual Integration Theory, I at-tempt to probe into the deeper cognitive needs underlying conditional constructions and shed more light on their semantic motivations. Within this framework, I provide peda-gogical implications and practical suggestions aimed at different levels of EFL learners. I propose a plethora of activities and teaching practices which can be incorporated in the teaching of English conditionals and will hopefully facilitate and enhance the learning and acquisition of English conditional constructions. Overall, the present dissertation aimed to provide a Cognitive Linguistics-based analysis of English conditional construc-tions which can be employed as an effective tool for their teaching

The present study constitutes an attempt to trace the lines of contact between morphology and phonology by providing a thorough examination of cases of phonologically conditioned allomorphy in Modern Greek. Instances of affix allomorphy and stem allomorphy in the Greek inflectional and derivational systems are going to be analysed in an attempt to determine whether such allomorphic alterations are governed by the phonological and prosodic properties of their environment, such as syllable structure or stress placement. The allomorphic variations are going to be discussed under the scope of two different models that have been developed in the literature, the first being the Globalist, constraint-based account of Optimality Theory and the second one being the Localist, morphosyntactic approach of Distributed Morphology. In this way it is going to be attested whether these models can be implemented in the Greek morphophonology and whether they can sufficiently account for the selection of particular allomorphs in Greek word formation.

The present study investigates the effect of differential exposure to authentic materials on the pronunciation of Greek EFL students while trying to shed light to previous studies’ findings on the acquisition of EFL pronunciation and to fill the bibliography gap in pronunciation research in the EFL context. Seventy-six subjects took part in the study that formed four groups. The first group participated in a weekly authentic material enhanced lesson as an additional part of the regular school English lessons and was exposed to additional after school authentic audiovisual materials in the form of animated films. The second group participated only in the weekly authentic material enhanced lessons while the third group was only exposed to additional after school authentic audiovisual materials. The fourth group was the control group, which only attended the regular English classroom lessons. All of the participants were recorded at the beginning and at the end of the twenty-week intervention and evaluated by twelve native speakers based on their native-likeness. The results show that both exposure to authentic English materials during the lesson and after school contribute to the attainment of a closer to native like pronunciation, confirming their positive effect indicated by previous L2 bibliography. Crucially, the combination of exposure to input at a formal and a less formal context achieved the highest progress while the control group presented a lack of improvement

The present thesis focuses on the reading of the animal/human hybrid as it appears in Samuel Beckett’s and Eugene Ionesco’s plays, both of them being important representatives of the Theatre of the Absurd. The plays are studied according to Deleuze’s becoming-animal and rhizome theory (as this theory is illustrated in his work A Thousand Plateaus: Capitalism and Schizophrenia). To be more precise, a short reference to the past takes place first in order to analyze the concept of the animalistic ‘other’, as this concept has been inherited from the Renaissance and the Enlightenment, according to which the animalistic element is presented as alien, inferior to the human being. Then, there is a reference to the way in which the historical avant-garde and afterwards the avant-garde Theatre of the Absurd distanced themselves from this perspective by giving prominence to the animal and the animalistic element. In the end, the thesis focuses on the way in which Ionesco in Rhinoceros and Beckett in Waiting for Godot and Krapp’s Last Tape created hybrid ‘characters’, who balance between the human and the animalistic, while never clearly falling into any of these two categories.

The interesting but debatable issue of cloning was the main idea of this research paper. Taking into consideration that cloning has to do with a phenomenon that can only be discussed in a theoretical level, this research paper had as main core the two famous novels by Kate Wilhelm and Kazuo Ishiguro, Where Late the Sweet Birds Sang and Never Let Me Go respectively. Based on the aforementioned novels the two basic topics of the paper were analyzed. The first main idea was revolving around the human identity of the clones. Main characters of the two novels and their unique characteristics were taken into consideration along with theories by famous philosophers and researchers. All these helped in understanding and applying human characteristics on the clones thus empowering their humanity. Moreover, the other basic idea of the text was about the negative aspect of cloning. At the second unit of the paper the possible negative consequences of cloning were discussed in a theoretical level.

This study is a parallel examination of Franz Kafka and Andreas Fragias’ literature, the specific ways that the two literary worlds thematically and aesthetically meet in the context of a prolific dialogue that brings to light a new literary mural. The study proceeds beyond the simplistic approach of influence. It investigates the common coordinates based upon their work develops –maintaining in the centre the human being and the powers that fight against them– and the distinctive manners that the one literary cosmos illuminates the other. The constantly debatable limits between reality and fiction and the perpetually under test limits of literary writing constitute the core of the two writers’ work that concentrates on human drama. In the first part it is presented the method according to which the writers expose reality raising questions about art’s autonomy and, in parallel, about its relevance to history, politics, society and metaphysics. In Kafka’ s “A Hunger Artist” artistic creation acquires the attributes of a worship totem that is easily destroyed when no longer serves public tastes as artistic authenticity appears to be neglected. In the living hell of Kafka’s “In the Penal Colony” and Fragias’ “Plague” the issue of art’s autonomy is posed through the employment of parables and allegories that transfuse to the texts broader dimensions that exceed the apparent narrow historical contexts. While reality remains elusive, the constructed myth pointently breaks with a realist aesthetic in order to expose the degeneration of human identity. In part two Kafka’s The Tower and Fragias The Crowd are also examined in the problematics of artistic freedom of expression so as to be clearly shown the fictionality of reality and the reality of fiction that the writers’ work aims to indicate: In both literary worlds the human condition is threatened by invisible mechanisms of power. In the last part the study undertakes an examination of the common literary methods of the two writers under the prism of the concept of “metamorphosis”, human, linguistic and literary. Beginning with Kafka’s Metamorphosis and revisiting the above texts it is established that any kind of deformation of the characters articulates the distortion of human identity and the depravation of freedom and free will. In Kafka and Fragias’ literature ordinary humans are the protagonists of the one drama, that of human existence and mortality

The aim of this work is to investigate the ways that Julio Cortazar engages in order to bring out and enrich archetypal images of the greek mythology and history. The work consists of four units. The first three deal with texts that are completely based on the myth. Beginning with the first work that Cortazar publishes using his name, the poetic drama Los Reyes, we attempt to show how the writer renews the archetypal images of the hero and the labyrinth by reversing the myth of Theseus and Minotaur, giving at the same time political and philosophical dimensions to the myth. The second section puts together “Circe” and “Las Menades”, two short stories with common denominator the mythological intertext in the titles and the allusive revival of the myth in a modern context. The research focuses on the annotation of the recreated negative female archetype and the anthropological-political dimension of menadism. The observations made in this unit also trigger off the presentation of the characteristics of the neo-fantastic short stories. The topic of the negative female archetype is brought back in the third unit in the form of a cycladic idol that causes the repetition of a sacrificial ritual. In the story “El Idolo de las Cicladas”, the myth invades modern life catastrophically, adding the elements of determinism and absurd to the terms of the neo-fantastic. In the fourth section, we introduce a summary table of mythological references from several works of Cortazar. We also rediscuss the principal topics that are examined in the previous sections –the labyrinth and the negative female archetype– complementing them with references from other works of the author. Moreover, we examine the relation that Cortazar establishes with Heraclitus, Socrates and Plato, with regard to the archetypal repetition, and we also make a short mention of other greek references that can be found in the works of the author. In the conclusive part of the essay, we re-examine the works and the topics that are studied in the basic corpus of this research, from the perspective of the theoretical work of Cortazar. Our aim is to demonstrate that the various transformations of the greek literature and history are used by Cortazar as possible representations of a world that embraces the fantastic as part of the real, functioning at the same time as generally accepted codes that allow him to communicate his own truth.

The aim of the present thesis is to examine the linguistic strategies through which stereotypes are expressed on a single Social Media platform, namely the one of YouTube . This specific platform allows Internet users to upload videos which the YouTube audience can later comment on. YouTube is a platform that permits several users to reply to a comment, so it creates appropriate conditions for polylogues, and not just dialogues. The anonymity of the users aids the expression of impoliteness, while videos that discuss controversial issues, like the one examined in this paper, tend to draw the Internet users’ attention more and create an environment suitable for any kind of disagreement. The comments and their responses that are analyzed in the present paper express impoliteness towards individuals (and especially women), who either are or are assumed to be against an anti-abortion law. They have been selected and classified depending on the impact they have on the Internet audience, namely according to the “likes” each of them has received, as well as the stereotypes they express. The impoliteness that is observed throughout the comments is also manipulated by some users who appear to perpetuate certain stereotypes pertaining to the female gender, manipulating intricate power relations among them and their peers. The impoliteness formulas are analyzed according to Culpeper (2011a; 2016), while the stereotypes and power relations are assessed in the light of Culpeper (1996; 2005), Lakoff (2003), Mills (2003; 2005; 2008), Assimakopoulos et al. (2017) and Georgalidou (2017). A socio-linguistic perspective is adopted throughout the analysis, as impoliteness, stereotypes and power relations have to do with societal roles and norms that are adopted and supported by certain individuals.

Αυτή η Μεταπτυχιακή Διπλωματική Εργασία εξετάζει την έννοια του ανδρισμού στην Ισπανία και τον τρόπο με τον οποίο αυτός αναπαρίσταται σε σύγχρονα λογοτεχνικά και κινηματογραφικά κείμενα, συγκεκριμένα στα μυθιστόρημα της Αλίθια Χιμένεθ Μπάρτλετ, Hombres desnudos (2016), και του Ραφαέλ Τσίρμπες, En la orilla (2013), καθώς και στο φιλμ του Φερνάντο Λεόν ντε Αρανόα, Los lunes al sol (2002). Σκοπός αυτής της Μεταπτυχιακής Διπλωματικής Εργασίας είναι να εξετάσει την ανεργία και την απώλεια κεφαλαίου ως πηγές της κρίσης του ανδρισμού, η οποία αντιμετωπίζεται ως παράγοντας αποσταθεροποίησης της ανδρικής ταυτότητας, καθώς θέτει υπό αμφισβήτηση παραδοσιακούς ανδρικούς ρόλους και μοντέλα ανδρισμού. Οι συγκεκριμένες κοινωνικο-οικονομικές συνθήκες υπό τις οποίες λαμβάνουν χώρα οι αλλαγές παρουσιάζονται με κριτικό πνεύμα, με σκοπό τη διερεύνηση των υποβοσκουσών δομών που οδηγούν στην κρίση. Επιπλέον, εξετάζονται δύο πιθανές αντιδράσεις στη κρίση. Η πρώτη σχετίζεται με τους ανδρικούς δεσμούς, την ομοκοινωνικότητα, και πως μπορούν να λειτουργήσουν ως μέσο προστασίας των ανδρικών προνομίων στην αγορά εργασίας. Η δεύτερη αντίδραση σχετίζεται με την αντικειμενικοποίηση του ανδρικού σώματος και τη μετατροπή του σε θέαμα, υπό το γυναικείο βλέμμα, ως μέσο ενίσχυσης της ανδρικής θέσης.

The present thesis examines the effect that L2 exposure, namely English, had on the linguistic and cognitive performance of Greek children at the ages of 5 to 6 years old in terms of their L1. The study examined 14 CLIL and 14 Non-CLIL Greek children (mean age 5;9) recruited from two bilingual private kindergartens and one public kindergarten, respectively. The children’s linguistic skills were measured with a narrative production task and analyzed in terms of the microstructure of narratives (and specifically in language and narrative length, lexical diversity, syntactic complexity, subordinations, coordinations, simple and complex sentences, relative, adverbial and elliptic clauses and number of verbs used). An additional measurement was the provision of help to complete the narrative task. For the cognitive task, an attention task was used, which measured the response times (RTPict1 and RTPict2) of a target item in two escalating multi-crowded pictures. Our results reported a CLIL advantage in all measurements of the linguistic task, with the higher being in language and narrative length, number of verbs, coordinations, adverbial clauses, simple sentences and lexical diversity; however the results did not demonstrate better attention control, which can be attributed to the smallness of our sample and the lack of richer tools for investigation.

 The main focus of the present paper is on teachers’ knowledge and beliefs towards dyslexia and dyslectic students in Greece and to what extent postgraduate studies have contributed to their shaping. This study used seventy-five (n=75) Greek teachers of English who are employed in the state sector. The data was collected through an online questionnaire and two semi-structured interviews. The questionnaire included questions about teachers’ knowledge and self-perception of knowledge of dyslexia, the factors that impede them from teaching dyslectic students and the beliefs they have about them. Results indicated that a great number of English teachers have several common misconceptions about dyslexia and this is evident in their self-perception and in the factors that refrain them from effective teaching. The study finally revealed that the teachers’ beliefs are controversial and that postgraduate studies influence mostly them rather than their knowledge. The paper aims to explore in depth the aforementioned issues, suggest some possible explanations for the outcomes and discuss the implications that are derived from the results.

The aim of the present thesis, which was conducted in collaboration with the WIPO PCT Terminology Unit, was to collect terminology in the domain of Industrial Robotics for the language pair English-Greek. Firstly, corpuses with authentic texts in both languages were compiled, processed and used for terminology extraction and documentation. 51 terms were registered on excel file covering the following information: term, term reference, defining context and defining context reference. Electronic tools were used for the collection, extraction, management and documentation of data, and concept relations were built between terms. The methodology for the terminology work above is described in full. Moreover, the domain in research is shortly presented. The main reference and documentation works, the key terms of the domain, and the difficulties encountered during the research process are also described. Finally, the appendices include a sample of the bilingual corpus and the terminology database in excel format.

The aim of the present thesis was to document terminology in the field of packaging materials and the subfield of flexible packaging, putting emphasis on product dispensing and labeling. The terms that are documented are forty in total and they were listed in English and Greek in the form of an excel spreadsheet. The excel spreadsheet includes specific fields for each term in both languages, while the terminology project also includes text corpora in English and Greek, which are representative of the research in the domain This thesis was conducted in cooperation with the Terminology Coordination Terminology Coordination Unit (TermCoord) to support IATE, the multilingual terminology database of the European Union. The majority of the terms were extracted from the concept map of the World Intellectual Property Organization (WIPO). The practical part of the thesis is supported by a theoretical presentation which includes information about the studied field and subdomain and briefly presents the important companies οf the respective industry in Greece. There is also a description of the research procedures followed, as well as of the difficulties that have arisen during the study.

The aim of the present thesis was the search for common elements between Luigi Pirandello and Italo Calvino regarding ethics, human needs and social conventions governing loving affairs and marriage, in two distinctive eras of the Italian history. According to these, we analyzed three representative, in our opinion, short stories of each writer, in which the everyday life of ordinary people is realistically depicted and the common view of the writers regarding human passions emerges.

The aim of the present dissertation was to connect the theory and praxis of translation in order to create a translation with a correct semantic content, from german to greek, and also to describe the translation process step by step. The source-text contains theoretical approaches of scientists that have enriched the area of foreign language didactics and linguistics. The source-text analyzes the ways which make the communication successful in intercultural environments, and also the way which would build the classroom intercultural competence of the students. We tried to create a functional target-text considering the audience in which it will be addressed. We justified our translation selections, we created a list of terms and showed their meaning in similar context. Then we presented the translation problems that have arised and their solution.

In Late Victorian Gothic literature, the notion of the body is often discussed as an ambiguous construct demarcated by deep-seated social, cultural and moral codes that attach particular and firm connotations to it. Therefore, I am going to explore the medicalization of the deviant body and its portrayal in the ever-popular trope of the vampire in relation to the issues of gender and sexuality. Two primary literary texts are employed for this purpose, namely Joseph Sheridan Le Fanu’s Carmilla (1871) and Bram Stoker’s Dracula (1897). The aim of this dissertation is to showcase that the medicalization of the Late Victorian Gothic literature functioned as a quasi-scientific conduct book that furthered socio-sexual control during the late 1800s. Hence, I am going to examine the conditions that formed mental and sexual deviancy by laying particular emphasis on the orality of the vampiric figure, which shaped the didactic character of this genre elevating it to the position of a gendered morality tale.

In my thesis I attempt to shed light on the stigmatization of African American women by white American beauty standards. Toni Morrison’s novels, The Bluest Eye (1970) and God Help the Child (2015), provide an insight into the African American girls and women’s daily struggles with regards to their external appearance. I focus on race and gender in order to showcase in what ways the black female psyche is traumatized and inevitably is plagued by self-loathing and self-depreciation. In both novels, Morrison shows that dark-skinned black women are marginalized and devalued by white Americans as well as by members of the African American community because they are unable to meet the ideal image of female beauty, which requires light skin, blonde hair and blue eyes. Despite the social factors that perpetuate and impose these standards on the black female mindset, Morrison seems to project a more optimistic view in her latest novel regarding the hope for change in American society and the prospect of a better future for African.

There has always been a vital relationship between theatre and war, since war in the form of trauma, pain, terror, and horror is re-staged as that spectral presence and ghostly repetition that haunts human history and deforms the world we live in. The Bosnian war, one of the bloodiest and deadliest warfare in the modern European history, and still an inflammable issue, is revisited on the stage of contemporary theatre. Through its dynamics of affect, theatre emerges as another language of representation of an unspeakable poly-traumatic experience, as an aesthetic manifestation of a felt reality of physical, emotional, and social injuries. Matei Visniec’s 1996 play The Body of a Woman as a Battlefield in the Bosnian War and Ellen W. Kaplan’s 2013 docudrama Sarajevo Phoenix explore, in different ways, the female body as a site of suffering; reviving it as a new affective space, the plays further express the female body in pain, making us experience every inch of it. The vociferous pain absorbed in the female body finds an outlet and is now violently screaming at us. The characters’ traumatic plights are not directly performed onstage so much as they are lived through in full view, allowing us to experience their humanity as well as to discover our own. Taking personal material as their primary source, the plays represent testimonies—which have been authorized by this world as the voice of the body—in the form of painful narratives that present violence in all its nakedness and ugliness and that are experienced viscerally by the audience.

The present study is concerned with evaluative adjectives, and particularly with the metaphoricity and metonymicity surrounding the use of such adjectives in context. The study deals with Greek composite structures consisting of adjectives and nouns appearing in the headlines of Greek newspapers. All of the headlines comment on current political and economical matters that have been dominating in Greece during the last years. The purpose of the study is to delve into the workings of the various processes of figurative language operating in the composite structures (e.g. metaphor, metonymy, irony etc.). In fact, it is hypothesized that the dynamicity of the entire structure is licensed by the processes operating in the adjective that manages to convey in a remarkable manner the evaluation expressed by the author of the headline on the topic that is being presented.

The literary recasting of the end of the British empire or else decolonization, through the critical and creative imaginations of women writers like Jean Rhys and Rumer Godden allowed them to deconstruct the Eurocentric cultural attitudes and ideologies that were dominant in many imperial projects in the nineteenth and twentieth centuries. This thesis investigates this imaginary ‘recasting’ by focusing primarily on the effects of colonial whiteness on female subjects as they are presented in Jean Rhys’s Voyage in the Dark (1934) and Rumer Godden’s Black Narcissus (1939). Writing during the decline of the British empire, both writers challenge the limits set by the discursive practices of colonial whiteness by creating female characters whose subjectivities are in a constant state of negotiation and transformation. In Voyage in the Dark Rhys’s white Creole protagonist, Anna Morgan, is constantly victimized by the racial and patriarchal systems informing whiteness both in the Caribbean and the imperial metropolis of London. It is only through the hybrid space of Creole identity that she can resist and fight back the racial discourse of white femininity. Godden addresses the downfall of the British Raj through the symbolic departure of the nuns, which is a reversal of the dominant role of the white settler in colonial spaces. The novel suggests that the journey of the white female missionaries to colonial India leads them to occupy a liminal space between the colonial binary constructions as their gender subjectivities and their relationship with the dominant discourses of Christianity and Western imperialism are completely altered.

The purpose of the present dissertation was to investigate Greek EFL teachers’ ICT (Information and Communication Technology) integration in the classroom. More specifically, this study aimed at examining Greek EFL teachers’ attitudes and self-efficacy beliefs in relation to integrating ICT in the EFL classroom along with the frequency of ICT integration in the language classroom. The current study also sought to examine whether a correlation between the frequency of ICT integration and the teachers’ self-efficacy beliefs exists. A combination of quantitative (i.e. questionnaire) and qualitative (i.e. semi-structured interviews) research was adopted for the collection of data and 134 Greek EFL teachers (N=134), working in state schools, private schools as well as in foreign language centers currently teaching both at elementary and secondary levels in regions throughout Greece, were recruited for the purposes of the study. The research findings indicated that Greek EFL teachers were not negative towards ICT integration in their classes, possessing relatively positive attitudes towards ICT integration. It was further shown that EFL teachers were self-efficacious in implementing simple tasks via utilizing ICT (e.g. downloading, uploading or browsing EFL materials form a learning platform, preparing tasks with word processing), while they did not feel self-efficacious in incorporating ICT for more complex tasks (e.g. using ICT to provide feedback, to post homework on the school website). Gender, academic qualifications as well as teachers’ current teaching affiliation were found as highly affecting EFL practitioners’ self-efficacy beliefs. Results also revealed a high frequency of ICT integration by Greek EFL teachers, yet external factors were pointed out to affect the frequency with which EFL teachers incorporate ICT in the implementation of particular tasks. Finally, a significant correlation between EFL teachers’ ICT self-efficacy beliefs and the frequency of ICT integration was reported. Some recommendations for the effective integration of ICT by EFL teachers are proposed towards the end of this dissertation, on the basis of the findings obtained in the current study.

Ursula Le Guin’s novels, A Wizard of Earthsea (1968) and The Farthest Shore (1972) are ideal examples of the Young Adult Bildungsroman. The novels follow the psychological and moral development of male protagonists, Ged and Arren, and describe their arduous journeys from adolescence to adulthood. Having built a richly detailed imaginary world permeated by the Taoist doctrine of the yin yang and the idea of interconnectedness of all elements in the cosmos, Le Guin highlights, through Ged and Arren’s coming-of-age stories, that maturity depends on acquiring a whole and integrated self. In A Wizard of Earthsea, Ged’s enemy is the part of his unexplored psyche, meaning the dark side of his self, born out of pride and over-confidence. True to Jungian philosophy, Le Guin demonstrates that only when the protagonist realizes the shadow within himself does he attain true selfhood and maturity. On the other hand, in The Farthest Shore Arren, the young prince destined to unite Earthsea under his rule, attains moral growth by confronting his fears and desires, crossing the final frontier between life and death and realizing his place in the world. He rejects the unnatural desire for immortality and accepts death as a necessary part of life. Le Guin’s blend of Taoist philosophy, Jungian psychology, the fantasy genre, and the coming-of- age narrative is a very effective and powerful combination. It is an emotionally and intellectually transformative experience for any adolescent reading these books.

The present MA dissertation aims to explore the concept of urban space and its multiple dimensions through the lense of theatre production. In David Mamet’s Edmond (1982) as well as in Duncan Macmillan’s Lungs (2011), urban space, far from being a mere background to the stories, is presented as a dynamic environment that is socially produced under the corrosive influence of capitalism. The urban universe depicted in the plays seems to be precarious, deprived of any kind of constants and balance, an urban world that is ominous and disorienting. It is through the human interaction within these urban spaces that the human bodies become the recipients of various self-shaping bodily experiences that transform them and delineate their fate. As a result, the present project illustrates the essence of the urban environments and the way they have evolved, while at the same time it illuminates the way the characters’ psychological state is defined by their interaction with the urban spaces they inhabit and the way they negotiate their presence in these dynamic environments.

Literary explorations of gender and sexuality, issues of belonging, and related notions of identity are ubiquitous themes in the oeuvre and the political agenda of contemporary Caribbean female writers. The present study discusses the representations of gender and sexuality in Dionne Brand’s In Another Place, Not Here (1996) and Shani Mootoo’s Cereus Blooms at Night (1996) by examining the narrative methods they employ to challenge, negotiate, and redefine gender and sexual ideologies in the Caribglobal sociopolitical and cultural context. Brand and Mootoo unveil the hegemonic structure of heteropatriarchy and heteronormativity in order to shed light on the subaltern state of the characters that perform anti-normative gender and sexual identities. In doing so, they re-map women and queers’ experiences of dispossession and non-belonging as well as their methods of resisting sanctioned gendered and sexualized practices in the Caribbean and its diaspora. The re-imagining of space—either referring to the geographical, cultural, and social spaces or to the body as space—helps the writers rethink and reconceptualize gender and sexuality. Their multi-dimensional and critical insights over the relation of spaces to subaltern identities pave the way into re-imagining the once-gendered and sexualized subaltern subjects as active agents and members of the Caribbean sociocultural map. Ιt is through narrativizing their desires and subjectivities that they generate a new potential for collective belonging and social change.

The aim of the present Master Thesis was the annotated translation of the article “Rethinking GDP” by Diane Coyle from the English to the Greek language. Firstly, the translation of the article from the English to the Greek language was presented in two aligned columns. Then followed the glossary of the terms which had been extracted from the article and the term validation. Furthermore, there was an extensive reference to the terminological research and term validation, with an analysis of the research procedure which had been followed. In addition, the characteristic translation difficulties which arose during the translation procedure, both morphosyntactic and lexical - terminological were analysed

The present paper is an annotated translation from French to Greek of the article entitled: “L'evolution du realisme au cinema IV: Les tendances realistes du cinema d'aujourd'hui (1940-1960)”. The above-mentioned article analyses the evolution of the movement of realism in cinema and the outlined trends that were depicted on film, through the eyes and the lens of some of the greatest film directors of the 20th century. The article follows the technological innovations as well as the displacement of the contemporary artists’ and viewer’s interest from fiction films to films that focus on human pain and everyday life problems and further depict the aftermath of war as seen through common people’s eyes. It is a theoretical text which falls within the field of humanities and the arts. Therefore, the text is replete with specialised terminology, related to the theory of cinema and requires a degree of knowledge of the respective field. In the present paper, the following are presented: the reasons justifying the choice of the article, the original text aligned to its Greek translation, the glossary of terms found within the text, as well as the particular difficulties encountered during the translation process.

The source text of this annotated translation, a part of the EU funded United4Health research project, is linked to the European Commission's effort to assess the use of science and technology in health care and disease prevention. It mainly addresses medical, social, economic and ethical issues. This explains the considerable funds the European Union has invested in research that deals with "Health Technology Assessment". The text type of the final text used to produce the annotated translation is clearly informative. Health technology assessment is a type of scientific research that assesses the short and long-term effects of the use of health technology. It is an interdisciplinary process that gathers information in a systematic, transparent and objective way about medical, social, economic and ethical issues related to the use of medical technology. This kind of assessment generates the necessary information, each time lack of data occurs on a specific subject. The purpose of this assessment is to provide information on the development of safe and effective health policies, always having the patient as a key subject, in order to achieve the best value for money choice, as it is defined by decision makers every time. Here are some questions that could be answered with the help of Health technology assessment: - What are the appropriate therapiesX for a disease? - Should treatmentX be covered by the National Health System? - Which patients should it be provided to? - How long should patients be treated? Evaluation data is being used from sources such as: - Systematic clinical trial evaluations - Financial engineering assessments - Impact assessments on the provision of health services - Health technology user-based assessments / evidence. The text to be translated concerns a strand of the Final Research Report on Congestive Heart Failure in the framework of the United4Health research project, a European project on eHealth. The United4Health project is made up of several blocks that contribute to a common goal: to assess the impact of innovative healthcare services that have been redesigned to fully exploit telemedicine. The project’s core consists of four models of innovative services, using telemedicine technologies to treat patients suffering from Congestive Heart Failure, Chronic Obstructive Pulmonary Disease, Diabetes Mellitus and Hypertension. The research project was completed in November 2016 and was expected to be published by the end of 2017, when the United4Health research program would have been officially terminated by the European Union. The translational commission of this text, is to inform Greek health professionals about the experimental treatment of patients with Congestive Heart Failure using telehealth technology. The translator doesn’t only need to fully understand the disease mentioned in the source text, but to further deepen his/her knowledge about the key procedures of an integrated health system.

The aim of the present thesis was the study of the confrontation between Creon and Antigone as a conflict between political authority and moral duty in Antigone as presented by Sophocles, Anouilh and Brecht. We examined the concepts of Myth and Intertextuality in an effort to associate them with Tragedy. Then we presented the concepts of political authority and moral duty. Furthermore, we analyzed the historical context of each dramatic play. We also examined what the young heroine represents and how royal authority is exercised by Creon. Another aim of this study was to explain why Antigone is willing to sacrifice her own life resisting royal authority.

The aim of the present thesis is to feature the model of the hero in the novel of 19th and 20th century, following a pragmatistic and mainly an ideological approach. This approach will allow to isolate particular traits of the characters, their moral and social status and their attitude towards institutions, values, without any reference to the aesthetic value of the works

This thesis explores the relation between the formation of female subjectivity and female rebellion against an oppressive, high-tech, dystopian regime, as depicted in 21st-century Young Adult fiction. Specifically, it investigates Scott Westerfeld’s novel Uglies (2005) and Lissa Price’s novel Starters (2012) and analyzes the social, psychological, and moral development of the female protagonists in tandem with their imminent role as powerful dissidents and agents of change. With the aid of coming-of-age theory as well as contemporary criticism on Young Adult dystopian fiction, the thesis tries to examine the nature of female rebellion in the primary texts and illuminate the negotiations of each protagonist with power and authority. It argues that the heroines’ subjectivity is dual in nature; the teenage girls are independent agents with free will and at the same time subjects experiencing external coercion. Being situated on the brink of adulthood, Westerfeld’s Tally Youngblood and Price’s Callie Woodland revolt against an oppressive social regime that exploits the bodies of youth in order to extend its civic and political control. By defying established standards of beauty, body manipulation, and adult expectations, the teenage heroines become emblems of a powerful young femininity. By critically approaching the primary novels as examples of bildungsroman, the thesis hopes to shed light on the formation of the protagonists’ liminal subjectivity and on their rebellion. While growing up, young girls face both setbacks and triumphs and learn valuable lessons, such as the need to compromise in order to be able to survive within an oppressive power structure. Contemporary American writers, who pen coming-of-age novels featuring teenage girls as protagonists, stress the unique spirit of female defiance.

This master thesis is an annotated translation from French into Greek of a legal article published in the Digital Legal Review “Revue des droits de l'Homme” on April 5, 2017. The selection of the article to be translated was based on the content, the linguistic characteristics, the terminological variety and the alternation of style presented. The article is titled "Tartuffe face a Marie-Madeleine: Retour sur la condamnation d'une ex-Femen pour exhibition sexuelle" and was published in the section on the review about rights and freedoms. The reason for writing this article was the publication of a judgment of the Paris Court of Appeal of 15 February 2017, which upheld a conviction of the Criminal Court of Paris, about an event that was covered extensively by the French media. On 20 December 2013, Eloise Bouton, a member of Femen, goes to the Church of the Madeleine in Paris, accompanied by reporters and photographers with intention to condemn, on the one hand, the attitude of the Catholic Church regarding the right to abortion, and, secondly, a law that had been proposed in that period in the Spanish Parliament on restricting abortion. Appearing as the Virgin Mary, with bare breasts, she holds pieces of beef liver in her hands and represents the abortion of Jesus. After the prosecution and referral to trial for the crime of sexual exhibition under article 222-32 of the French Penal Code she was sentenced at first instance by the Criminal Court to imprisonment of one month. Eloise Bouton appealed against this judgment but her appeal was rejected by the Court of appeal. This article comments extensively these judgments from a legal point of view. The readers to whom this article is addressed (and potentially the translation in the context of this thesis, as the purpose of the original text is identical to the purpose of the translation) are mainly, but not exclusively, lawyers. As far as the structure of the present work is concerned, there is an aligned translation, a glossary of the terms of the text, and a table with documentation of these terms. Subsequently, there is a brief reference to the characteristics of the text to be translated, a description of the process of the terminological and documentation research and an analysis of translation and terminology questions. Finally, the bilingual body of texts set up for the purpose of this translation is contained as an annex to this thesis.

Epistemic devices are considered to be of great importance in academic writing, allowing writers to express their certainty or uncertainty concerning the factuality of their claims. Such epistemic devices seem to be crucial to argumentative writing, where writers need to evaluate their statements in persuasive and acceptable ways. Despite their importance, little is known about how L2 writers present their assertions in argumentative essays. This study, based on contrastive corpus analysis, compares the expression of epistemic modality in the argumentative essays of Greek university students (GRICLE) with those written by native speakers of similar educational level and age (LOCNESS). A detailed analysis of both corpora indicates that L2 Greek writers offer stronger opinions with a high degree of confidence, rely on a more restricted range of items, prefer using syntactically simpler constructions, as adverbs, and exhibit more problems in justifying their arguments than native writers do. However, they do not differ considerably in their use of epistemic nouns and adjectives, which appear in low frequencies in both corpora. The persuasive style of L2 writers is attributed to transfer from L1 cultural characteristics and to L1 and L2 instruction, which does not address the pragmatic competence of L2 learners. This study suggests some implications for the teaching and learning of the semantic function of epistemic modality, which seems to be disregarded in L2 Greek instruction.

The present study is concerned with the traits and qualities of an interculturally competent teacher in terms of attitudes, knowledge, and skills. The main purpose of this study is twofold: Firstly, to provide an insight into the teachers’ beliefs with regard to certain attitudes, knowledge, and skills as envisaged in Deardoff’s intercultural competence model, and secondly to investigate whether these particular beliefs differ in terms of certain independent variables and more specifically gender, age, level of education, additional training, teaching experience in general and intercultural teaching experience in particular. A questionnaire was administered to 59 not randomly selected teachers working in all six Greek intercultural gymnasiums. The results of this quantitative study revealed that, despite a few contradictions yielded in the teachers’ responses, the participants’ beliefs were broadly similar demonstrating their agreement and even a tendency to strongly agree with certain attitudes, knowledge, and skills comprising the profile of an interculturally competent teacher. What is more, on the basis of the results it could be concluded that gender, age, level of education as well as additional training seem to have an effect on teachers’ beliefs. However, the findings do not support the expectation that previous teaching experience may make a marked impact on the beliefs expressed by the aforementioned teachers. The findings indicate a necessity to further investigate teachers’ beliefs concerning intercultural competence in order to improve, elaborate, and even reinforce the results found in this research serving as a contribution to promote intercultural education in interests of both universalism and cultural pluralism.

Η παρούσα έρευνα μελέτησε την έκταση του φαινομένου του σχολικού εκφοβισμού σε ένα διαπολιτισμικό σχολείο και ορισμένους παράγοντες, οι οποίοι σχετίζονται με αυτό. Πιο συγκεκριμένα, εξετάστηκαν οι απόψεις των καθηγητών και των μαθητών πάνω στους παράγοντες που επηρεάζουν τα περιστατικά εκφοβισμού στο σχολείο τους, οι αιτίες και οι συνέπειες του φαινομένου αυτού, καθώς και τα πιθανά μέτρα που λαμβάνονται ενάντια στον εκφοβισμό. Η συλλογή των δεδομένων έγινε με τη βοήθεια ερωτηματολογίου, το οποίο διανεμήθηκε στους συμμετέχοντες. Οι τελευταίοι ερωτήθηκαν ευθέως μέσω αυτού του ερωτηματολογίου για τα πιθανά περιστατικά εκφοβισμού στο σχολείο τους. Ένα ακόμη ερωτηματολόγιο, το οποίο εξέταζε τα συναισθήματα των μαθητών αφότου είχαν βιώσει αποκλεισμό μέσω ενός ψηφιακού παιχνιδιού, του Cyberball, διανεμήθηκε στους μαθητές. Τα αποτελέσματα έδειξαν ότι πραγματικά υπήρχε εκφοβισμός στο συγκεκριμένο σχολείο και βρέθηκαν πολλές συσχετίσεις μεταξύ ορισμένων μορφών εκφοβισμού και όλων των άλλων παραγόντων που εξετάστηκαν, παρά το γεγονός ότι οι καθηγητές και κάποιοι από τους μαθητές ισχυρίζονταν το αντίθετο. Επίσης έγινε φανερό ότι οι μαθητές, οι οποίοι είναι υπεύθυνοι για τα περιστατικά εκφοβισμού, βιώνουν διαφορετικά συναισθήματα όταν απομονώνονται σε σχέση με τους μαθητές, οι οποίοι έχουν πέσει θύματα του εκφοβισμού.

In-service teachers who become mentors collaborate with student teachers who are prompted to cultivate state-of-the-art strategies of foreign language instruction instilled in their teaching practices. This established relationship has an impact on the mentor teachers regarding their teaching practices and beliefs. The present study sought to identify this multidimensional impact. The data gathering tools were a questionnaire addressed to mentors and an interview that was carried out with a subset of mentors and five student teachers. The results depict a change in mentors’ beliefs on teaching methodologies, techniques, and various issues that arise in a language classroom as well as an adoption of student teachers’ practices. The factors that may be responsible for the aforementioned changes such as the mentors’ age, their years of teaching experience, the times participating in the program and their affiliation, were also investigated and it was concluded that they do not affect the impact. However, the variable of affiliation was chiefly related to the review of the lessons. In contrast to the mentor-teachers working in the secondary sector, the mentor-teachers who work in the primary sector were affected in terms of their lessons’ review via their participation in the practicum. In a nutshell, an in-depth, meticulous analysis of these results has been documented highlighting the positive impact of mentoring on the in-service teachers’ enhancement of teaching.

This study aims to investigate teachers’ beliefs towards the implementation of multimodal texts in the young learners’ classroom and to delve into their specific practices and attitudes towards the texts included in the EFL coursebooks used in the Greek primary classroom. Moreover, the purpose of this study is to pinpoint the main factors that shape teachers’ mindset regarding multimodality. One hundred and twelve teachers (N=112) from various primary schools all over Greece shared their perspectives with the help of a questionnaire and four of them expressed their insights in semi-structured interviews as well. Both the statistical analysis of the data and the qualitative analysis illustrated that even though teachers are favorably predisposed towards the implementation of multimodal texts and try to deploy a repertoire of modes into their practices, they hold paradoxical attitudes towards the EFL textbooks used in primary schools. These paradoxes are attributed to the combination of the poor integration of multimodality in the EFL textbooks and teachers’ lack of multimodal awareness and knowledge. Of course the variability of their attitudes towards the textbooks and the practices they follow is attributed to the individual factors of age, teaching experience and academic qualifications. Finally, the discrepancies between teachers’ practices and perspectives due to the aforementioned individual traits and the reasons for their lack of multimodal awareness are discussed. Based on the findings it is suggested that the teachers need to receive additional training, and that the EFL textbook-producers or the curriculum-designers should espouse the multimodal tendency in ELT in order to create texts with a wide range of multimodal components.

The present study examined the impact of cognitive ageing on both executive functions and linguistic processing, as well as the effect of Pontic-Greek bidialectalism on cognitive control and ambiguity resolution. Age-related declines have been associated with lower performance on both cognitive and linguistic tasks, whereas conversely bilingualism has been linked with a protective effect in healthy cognitive function. The verification of a similarly protracted advantage in older bidialectalism was one of our major scopes of this research. 16 Pontic-Greek bidialectals and 16 Greek monolinguals of older age were recruited for this study. With the employment of an on-line self-paced reading paradigm and a set of cognitive measurements we attempted to explore the specific processing and resolution patterns of older bidialectal and monolingual speakers of Greek in locally complex structures that involve a subject/object ambiguity, as well as to examine their levels of cognitive control, respectively. We aimed to compare our two groups in the processing speed of each word and ultimate resolution accuracy of the sentence, in order to locate the possible existence of a bidialectal advantage. Our results showed that the group of bidialectals was indeed faster than the group of monolinguals, providing support for the bidialectal advantage in linguistic processing. We also compared our two older groups' speed and accuracy to that of previous studies directed to younger adult Greek monolinguals (Papadopoulou & Tsimpli, 2005a). The comparison revealed that indeed both our older Greek groups exhibited increased reading times in their processing speed as predicted, due to the age- related processing declines, whereas with respect to resolution accuracy although the two groups of older participants did not show any differences from each other they both showed lower performance when compared to young adults. The cognitive measurements revealed an advantage of Pontic-Greeks in contrast to monolinguals in their attentional switching ability, a benefit that was attributed to their sustained training and long-term experience of handling two languages and result of cognitive reserve. Finally in an attempt to connect the two research strands of cognition and language processing together we tried to explore whether individual cognitive control plays an important role in language processing in real-time, and to locate which specific attentional modalities significantly affect each group. It was found that switching ability was of great importance for the group of bidialectals during the initial processing stage, whereas it was selective attention that guided the monolinguals preferences during the final stages. Overall, this research provided unique insight in the relationship between Greek bidialectalism in ageing, in the linguistic and cognitive domain.

This paper aims to examine the attitude of late-eighteenth century English Protestants towards religious otherness, with regard to the issue of transgression, and within the context of British nationalism. The novels examined for the purposes of the study are William Beckford’s Vathek (1786) and Matthew G. Lewis’s The Monk (1796), both of which deal with foreign religious systems, namely Islam and Catholicism respectively. Both Vathek and Ambrosio begin from a state of religious fundamentalism and piety, but commit various transgressions in the course of the narrative, resulting in their punishment by the Devil. Both religious faiths are criticized in the novels, with Protestantism, the established British religion, ostensibly rising as superior to both. This paper will contest that view by evoking Slavoj Zizek’s theory on ethnic fantasies and racism. Briefly, Zizek’s theory addresses the Self’s uneasiness stemming from the fact that the Other has access to some strange, alien jouissance, by not doing things like the Self. By studying transgression in Vathek and The Monk, I maintain that for all their assertions regarding the superiority of their religion, especially within the context of nationalism, late-eighteenth-century Protestants were actually uneasy by the confrontation with other religious systems. In particular, I argue that the fundamentalist lifestyle of Vathek and Ambrosio as depicted in the novels appears to afford the possibility of transgressive, painful pleasure, something that, in my opinion, is perceived as missing in the Protestant Self that asserts its superiority on the grounds of the freedom it allows.

The aim of this study is to investigate the perceptions of Greek learners of English concerning the English language and the extent to which these perceptions were impacted by the implementation of an ELF-focused approach in the EFL classroom. To be more specific, twenty-five learners in the sixth grade of a Greek state primary school participated in the study. Quantitative and qualitative data were compiled through a questionnaire which was administered both prior to and after the intervention and through interviews following the second administration of the questionnaire. According to the results, the intervention contributed to the enhancement of young learners’ pre-existing awareness of the global nature of English and the necessity for learning it. Moreover, it led to the realisation of the need for the incorporation of elements of global and local cultures in the English language classroom. The above findings emphasise the readiness of Greek young learners to embrace change in the teaching of English and the need for adjustment on the part of the teachers to the multifaceted reality of the English language with a view to adequately preparing learners for interaction in the global community of which they will be members.

The aim of the present thesis was to examine the receptive vocabulary knowledge of both a CLIL (Content and Language Integrated Learning) and a non-CLIL group of the sixth grade of primary school. Hence, 21 learners were selected from the CLIL group of the 3rd Experimental Primary School of Evosmos, Thessaloniki and 20 learners from the Primary School of Kompoti, Arta that attended traditional EFL courses. All learners were examined by means of a VLT (Vocabulary Levels Test) and a questionnaire offering important information on the learners’ profile. Results showed that CLIL learners outperformed the non-CLIL ones in all the word-frequency levels, as expected, and held larger receptive vocabulary sizes. Gender differences were not statistically significant except for the case of the 5,000 word-frequency level in the CLIL group. The different activities practiced by the CLIL and the non-CLIL group out of school context were also very interesting, seeming to influence positively receptive vocabulary knowledge.

The aim of the thesis was to investigate the effect of Content and Language Integrated Learning (CLIL) and traditional English as a Foreign Language (EFL) instruction on Greek young learners’ vocabulary knowledge and working memory (WM). The fact that CLIL is implemented differently in the various countries, leading to different effects (Sylven, 2013), and the fact that the impact of bilingualism and bilingual programmes on WM is still debatable, constituted the driving force of the current research. 23 learners from a primary school in Kozani that received exclusive EFL instruction and 23 learners from a primary school in Thessaloniki receiving additional CLIL instruction participated in the study, reaching the total of 46 participants. The participants were assessed in their vocabulary performance through the use of the Renfrew vocabulary test and their WM capacity through three different WM tasks, which are the nonword recall, the backwards digit recall, and Mr. X task, each one tapping on the different components of WM. Overall, the results indicated that CLIL instruction leads to a significant difference in vocabulary knowledge, with CLIL learners outperforming EFL learners, whereas it appears to have no effect on learners’ WM capacity, as the performance of CLIL and EFL learners in WM tasks did not differ in a statistically significant manner. Therefore, while CLIL benefits in vocabulary learning are evident, the effect of CLIL instruction on cognition seems to require further research.

During the Joint Postgraduate Studies Programme in Conference Interpreting and Translation of the Aristotle University, students are entitled to a traineeship within which they are expected to provide interpretation services in professional real-life conditions during selected events. The dissertation aims to describe this experience in a clear and coherent way, covering both the study and preparation of the event as well as the interpreting performance itself. The latter is analyzed through components affecting the interpreter’s emotional and intellectual status before and during interpretation. Through reporting and evaluation of the preparation activities and the actual conference interpreting of five different events, the dissertation argues that there is a clear impact of both internal and external parameters to the interpreter’s performance. This impact may be tailored to the interpreter’s needs through disciplined study and the development of the composure and right reflexes needed.

The aim of the current postgraduate thesis, was to present in a detailed manner, the experience obtained by the writer, in the framework of the Joint Postgraduate Studies programme “Conference Interpreting and Translation”. The emphasis was put on the interpreting of technical texts, pronounced at the conferences we participated in. We produced an introduction, in which the aims of this thesis were presented, among others. A theoretical analysis of interpreting was also highlighted. Moreover, we described the time and date of said conferences, the interpreting type, as well as the conference type, the language combinations, their detailed schedule, the number of participants and some information about the organizers. What is more, we presented the speakers’ CVs, some difficulties encountered while interpreting and finally, the glossaries for every conference. To sum up, we closed with the thesis’s conclusions, along with a short bibliography, comprised of electronic sources and the annex, with the evaluation made by our coaches, among others.

The purpose of this thesis is the software testing of a particular online service in order to ensure its quality. The term software testing refers to the process by which an application goes through a specific trials in order to be delivered flawless and complete, meaning that the final product does not contain any kind of errors and is ready for use. So in a few words the purpose of software testing is to ensure that the main deliverable will meet the demands of the designers as they were stated at the requirements document. The rapid evolvement of modern every day life, necessitates the highest possible efficiency in terms of web applications in order to respond quickly to the needs that arise. Many people are now able to perform processes through web applications which were prior not possible due to space, eg distances, time and resources, eg money. So it is easy to see the importance of the web application software testing in order to ensure their quality and usefulness. The aim of this project therefore is to test the web-based application named COMALAT. Specifically, this application allows candidates to exercise their multi lingual elements of a foreign environment in case they decide to work aboard. During the planning process of the design plan, the technique used by IBM on software testing was followed and the methodology to match the needs of each version was adapted. This adjustment was particularly demanding as each version demonstrates different attributes that need to be taken under consideration for the test plan to be disigned efficiently. This has been the most demanding aspect of the testing procedure altogether. On the findings, the most important is that at the end of the COMALAT testing process, all testing stages had been correctly completed, confirming in that way the usefulness of the application that is now able to serve the purpose for which it was constructed. To summarise, software testing is considered effective when it has identified errors in the application during the trial period. This is the greatest contribution to the programme. The mistakes that were spotted during the testing process, major or of lesser importance, were all reported, making their fixation possible and the improvements implementation, taking into account the needs of users and the initial requirements set by the designers.

This master thesis constitutes a review of the internship in conference interpreting which was conducted as part of the Interpreting Master Program. More specifically, it contains an analysis of the preparation, the performance and various aspects of the interpreting work. Moreover, it includes a small introduction on basic interpreting terminology and a specific reference about the issue of collaboration between interpreters during simultaneous interpreting. Finally, some conclusions are being drawn regarding the importance of the internship program and its role in the interpreters’ training.

The aim of this thesis is to document the author’s experiences as an interpreter, during student internship, on the final year in the Joint Postgraduate Studies Programme in Conference Interpreting and Translation. This paper contains a detailed presentation of the conferences, of their speakers, of the preparation before, while there is an evaluation of the interpreting services. Apart from the evaluation, difficulties faced during interpreting are described in this paper, as well as the strategies used, for tackling these difficulties. There is special focus on the role of “chef de cabine”, a crucial role for an interpreter. The conclusions that have been drawn during the internship, are presented in the final chapter of the paper. Also, there is an appendix, containing the conferences’ programmes along with the evaluation forms.

The present thesis examines two works widely cited as representative examples of steampunk fiction, William Gibson and Bruce Sterling's The Difference Engine (1990) and China Mieville's Perdido Street Station (2000), with special attention paid to the theories of new materialism and how they can be applied to the two novels. Starting with The Difference Engine, a decidedly postmodernist work with metafictional elements, the first chapter highlights the ways in which material objects seem to guide social progress in the novel and alternately challenge as well as affirm human primacy, resulting in an ambivalent but ultimately pessimistic outcome for humanity. Continuing with Perdido Street Station, a gritty example of Weird Fiction, the second chapter focuses on the positive political potential that derives from the representations of hybrid embodied materialities when they interact with discourses of knowledge. The aim of this thesis is thus twofold: on the one hand, it attempts to show how malleable steampunk is, while on the other hand, it argues for new materialism as a promising critical and philosophical approach for the study of speculative fiction. Using a range of different sources, the present thesis attempts to explore how material bodies and material objects interact with one another as well as with the discourses of progress and knowledge as these appear in the primary sources under examination, and how the re-conceptualization of our relationship to matter can lead to a more sustainable social and political future.

The Master’s thesis is describing the ways in which the cultural memory of Holocaust is being constructed in two literary works about the Holocaust of Jews of Thessaloniki during the Second World War.The introduction describes the historical background of the two narratives focusing on Thessaloniki and touching upon the war-period events in Greece in the background. The first chapter attempts to explain how Thessaloniki becomes a place of memory in both texts taking into account theoretical approaches to memory cultures and literatures by P. Nora, A. Assmann and other scholars. The second chapter focuses on the traumatic experiences of Holocaust as they are presented in the two works and the picture of Nazi and their violence against the Greek Jewry by analysing the main characters of the literary texts and their resistance and survival strategies. This chapter also uses trauma theories by such scholars as Cathy Carouth. The third chapter is responding to the question of how the cultural memory theories support the ways of negotiating Holocaust in both works and why they are important in the framework of the common European remembrance policy today.

The overwhelming visuality of the 9/11 attacks in New York City not only challenges people’s understanding of reality, but also renders the verbal feeble in comparison with the penetrating immediacy of the terrorist event. With emphasis placed on two novels that deal with the subject of terrorism Saturday (2005) by the British writer Ian McEwan and Falling Man (2007) by the American writer Don DeLillo, this thesis intends to explore how both writers respond to the overwhelming visuality of the attacks in their works and how this visuality compels writers to rethink the functionality of literary writing in a post-9/11 world. In particular, this thesis will explore how these two writers carefully examine in their works the intertwined relationship between the visual, the verbal and the real within the context of the 9/11 events. With the investigation of the visual allusions one finds in these two novels and the examination of a series of concepts including image, vision, imagination, spectacle, and so on this thesis explores the interaction between the verbal and the visual and how this interaction relates to the perception of the real and how this differs from writer to writer. Both McEwan and DeLillo, with their meticulously designed plots and narratives, seem to assert that even though the visual has penetrated the real world after the attacks and has altered people’s perception of reality for ever, literary writing can and must fight against the narrative of terror so as to conceptually rebuild a new reality in a post-9/11 era.

The aim of the study is to compare the writing skills and vocabulary development among third-grade learners. Data was collected from the 3rd Experimental Primary school of Evosmos, Thessaloniki. In this study, Environmental Studies and History were the CLIL instructed subjects. Writing tasks were selected and created by the CLIL instructors. 3rd grade learners produced texts that were later transcribed and thus, six learner corpora were compiled according to their 4th grade streaming classification and analyzed for the purpose of this study. In detail, three corpora were compiled for the Environmental studies CLIL group and three corpora were compiled for the History CLIL group. First, second and third learner corpora include the writing samples of the strongest, intermediate and the weakest learners respectively. These corpora were compared to each other according to certain criteria like word frequency, lexical diversity and CEFR (Common European Framework of Reference for Languages) word levels. Analysis of the Environmental Studies learner corpora shows that the expected differences among the different classes were rather minimal. Low lexical diversity in all learner corpora can be justified by both the fact that learners have just started learning English and their young age. Examining word frequency in all learners’ History writing samples, the most frequent word list (Nation, 2006) is the category with the highest percentage in all learner corpora. Results show that the first group of learners tends to be more advanced depending on the higher percentages in off-list known words and more infrequent lists. Nevertheless, the discrepancies between the Environmental Studies and History results indicate that no safe conclusions can be made. Results also reveal that there are slight differences regarding the CEFR levels in the percentages of the learner corpora in both assignments. The first two learner corpora in both Environmental Studies and History assignments did not show wide discrepancies and there are cases in which the second learner corpus had a higher percentage than the first learner corpus. As it was anticipated, the third learner corpus shows the lowest percentages in high-level words and less variety in general.

Language and the ability to interpret someone’s beliefs and intentions are components of effective communication. Broca’s aphasia (BA) is a condition which causes disturbances in one’s ability to produce speech after a traumatic brain injury, tumor or infection. In the present study the interface between BA and Theory of mind (our ability to understand and attribute mental states and beliefs to others) is examined. A possible link between these two can provide valuable information about the way the brain works and function as evidence that a different approach is needed when creating an intervention program for aphasia. The research hypothesis of the present study favors a link between the two conditions and suggests that ToM impairments can be caused by Broca’s aphasia. Specifically, 5 healthy subjects and 5 patients with BA participated in a non-verbal experiment run on E-prime for its sensitivity to reaction times which included trials that tested first order Theory of Mind both in simple and more complicated trials that required more processing. Specifically, trials that tested both True (TB) and False Belief (FB) attribution were included. In each trial a change occurred which could be either witnessed by the agent (TB) or not (FB). FB trials are considered to be more demanding as the subjects’ reality (who were always able to observe the change) differed from the one of the agent of the task. Indeed, patients’ performance in FB tasks provided results that showed that their ability to attribute mental states to others has been affected as they scored below chance level, proving that Broca’s aphasia can cause ToM impairments.

The aim of the present thesis is the subversion of heteronormativity and heterosexuality as the only accepted form of sexual identity in the Victorian era, through Oscar Wilde’s The Picture of Dorian Gray and Teleny. More specifically, it deals with the presentation of a form of alternative sexuality that deviates from the accepted standards of that time. This analysis uses the description of urban space, both in public and private terms, and studies very specific symbolisms that the writer used to depict and imply the existence of a deviant sexuality with homosexual tendencies. In the first part, the thesis analyses parts of urban public space and presents them as strictly interrelated with the expression of homosexual tendencies, despite the fact that the public space has always been considered as a space where the imposition of accepted social stereotypes and standards took place. In the second part, it analyses more private parts of the cities in which Wilde had spent parts of his life, such as London and Paris. The main interest of the analysis in this part focuses on the space of the house which, traditionally, constituted the core of heterosexuality and family which, in turn, constituted two of the most fundamental notions of the conservative Victorian society. Thus, the thesis concludes that the writer attempts to deconstruct basic heterosexual spaces and notions of his time, therefore implying the existence of deviant sexualities and subverting the absolute social and sexual standards of the Victorian era

The experimental attitude of recent theoretical works towards the study of space and the bodies located, or locating themselves, in it, functioned as the cornerstone of the present project. Influenced by theoretical research that tends to merge psychoanalytic terminology with spatial theory, I was tempted to test the limits of such a correlation, attempting to provide a Lacanian reading of Henri Lefebvre’s process of spatial architectonics, namely one that perceives such a process as a spatial rendition of Jacques Lacan’s mirror stage. Studying mass migration to the unknown as a secondary spatial mirror stage, though which the migrant subjects relocate themselves in the foreign land of America, I gathered and carefully analyzed collective narratives of late nineteenth century rural Greece and early twentieth century Greek America, only to confirm their absolute prioritization of spatial history over temporality. Divided into three separate, and yet inextricably connected, chapters, this thesis offers insight not only into the collective conceptualizations of America as a negative, heterotopic location, but also on the impact of communal mental representations of the foreign land both on the migrants’ lived experience of America, and on their re-conceptualization of Greece as the only Real, and subsequently the only desired and eternally deferrable, space. As spatial studies gradually acquire a solid theoretical basis, I believe it important for academics and researchers to turn to previously marginalized perspectives for evidence. Greek folklore, including migration songs, mourning rituals, religious celebrations, as well as short stories and migrant narratives, offered to my research what the study of individual perspectives could not possibly provide: The conception of migration as a history of spaces, through which subjects move, re-negotiating their geo- and topo-graphical existence, through processes similar to the infants’ primary attempts to form the symbolic image of a coherent ego.

The terminology project was carried out in collaboration with the Terminology Unit of the Word Intellectual Property Organization and its aim was to collect and register 51 terms in the field of Robotic Surgery in the Organization’s multilingual termbase, in the language pair English-Greek. The terminology work included the compilation of electronic corpora, the terminology extraction, the collection of information and data related to the terms, the final term selection and the creation of an electronic termbase with the following fields: term, term reference, term type, defining context and defining context reference. The master thesis includes a brief presentation of the field, the basic reference works, the basic terms of the field, the conceptual relations between the terms, the presentation of the research process as well as the difficulties that arose. A sample of the English and Greek corpora and the terms in Excel spreadsheet are included in the appendix.

The aim of the present thesis was to register all the stages that an interpreter is going through not only before a conference, but also afterwards. So, there was an attempt to present how important it is for an interpreter to prepare himself or herself in order to be able to cope successfully, with the high demands of a conference and also, with various unexpected situations which will probably have to handle. Of course, all these techniques that an interpreter might use and the preparatory stage are the fruits of a very intensive interpreting master program which is consisted of three semesters of classes and one semester of practice. The master lasted for two years and took place the academic years of 2015-2017. The student during the fourth semester is called to participate in a series of practice exercises in conferences and to apply all the knowledge that was acquired during the three previous semesters. These conferences are an opportunity for the intern to realize the professional landscape of interpreting. Meanwhile, the project is an introduction to the theoretical framework of conference interpreting and shows how theory could be of any help to the interpreter. Finally, it is mentioned the theoretical framework of community interpreting which is in a very early stage in Greece. However, community interpreting came in the limelight because of the refugee crisis. In the project, there is a brief mention on the community interpreting theory and on the student experience as a community interpreter during 2016-2017.

The current MA thesis aims to examine the role of the contemporary writer as this has been formulated in the last decade of the twentieth and the first of the twenty-first century through the study of two American novels, those of Don DeLillo’s Mao II (1991) and Tao Lin’s Taipei (2013). The two works successfully capture the atmosphere of fluidity and uncertainty that characterizes contemporary American society today due to various socio-cultural and political events. Both novels primarily deal with the role of the author nowadays. This is achieved through the use of a self-reflexive way of writing communicated to the readers via the author-protagonists both writers employ in their fictions. Terror, as emerging from terrorism, and emotional disengagement, which takes the form of depression, constitute two distressing societal issues that the two books touch upon, while creativity, language use, circularity and memory are also discussed in the two novels. All these recurrent motifs highlight DeLillo’s and Lin’s interest into certain recurrent societal issues in an effort to expose and elaborate on them. Though not acknowledged in the novels themselves, the traumatic terrorist attack of 9/11 provides the framework through which all the other issues in the two novels are presented. Ultimately, both Mao II and Taipei demonstrate that contemporary literary writing has the ability to create links between the inner world of the characters and their surrounding society, cultivate empathy and promote active thinking and communication, aiming in this manner at introducing new ways of looking at the world and others against any kind of intellectual stagnation.

Despite evidence that schizophrenia has an effect on speech at both the suprasegmental and segmental levels, there is currently very limited research in this area. The primary goal of the current study is to examine possible acoustic differences in vowel production between Greek speakers with schizophrenia and other psychotic disorders and healthy controls. A second aim is το investigate a possible association between negative symptoms and selected acoustic measurements. Eighteen Greek speakers with schizophrenia (nine male and nine female) and ten healthy controls (five male and five female) participated in the study. The speech material consisted of /'CVCV/and /CV'CV/ disyllabic, mainly symmetrical, words, (V=all five Greek vowels /i,e,a,o,u/). Acoustic measurements included the duration and the first two formant frequencies (F1 and F2) of the stressed and unstressed vowels in V1 position. In addition, the vowel space area of the two groups was calculated separately for each group and gender. The results showed significant differences between the two groups in their total vowel space area, in F1 and F2 but not in duration. Overall, speakers with schizophrenia displayed a reduced vowel space. This related to a reduction in tongue height (as manifested by F1) by 6% and in anterior/posterior displacement (as manifested by F2) by 17%. Our findings also showed that the negative symptoms of speakers with schizophrenia correlated with formant frequency measures, and especially with the total vowel space area. Overall the data indicated that although there was no significant difference in vowel duration between the two groups, there was significant variation in vowel formant frequencies and a significant reduction of the overall vowel space of the patients.

The aim of this master thesis was to produce an annotated translation of a specialized text from Italian into Greek. The selected text is the chapter entitled “Essenze o oli essenziali” from the book Farmacognosia- Botanica, Chimica e Farmacologia delle Piante Medicinali by Francesco Capasso, published by Springer (2011). The domain in which the text falls into is pharmacognosy and the sub-domain phytotherapy. Apart from the translation of the source text, this thesis also comprises an Italian-Greek glossary of the listed terms, documentation of the terms through the use of a definition or explanatory context, bibliographic references, presentation of terminology research, analysis of some characteristic translation/term difficulties and notes on the way these difficulties were resolved. Finally, there is also an index with a sample of the ad hoc corpus compiled for this thesis.

The aim of the present thesis was the production of an annotated translation of a specialized text from Italian into Greek. The original text comes from the chapter “Piante medicinali e sistema nervoso centrale”, from the book Fitoterapia: Impiego razionale delle droghe vegetali by F. Capasso, G. Grandolini and A.A. Izzo. It consists of the original text and its translation, a glossary of terms, the terminology documentation with definitions or explanatory context in both languages, as well as the detailed presentation of the terminological research that took place, the translation problems that arose and solutions to them. The text focuses on the effect of three medicinal plants (hops, chamomile, lavender) on the treatment of nervous system disorders, such as anxiety and insomnia, while at first the structure and function of the nervous system are presented. To render terminology in Greek a wide variety of sources was consulted, either online or printed ones, while specialists from the fields of Medicine, Chemistry and Pharmacognosy offered their expertise.

This study reports a small-scale experiment that was set up to estimate the extent to which (a) the use of formulaic sequences (multi-word units such as collocations, institutionalized utterances, and idiomatic expressions) can influence the degree of oral proficiency young L2 learners are perceived as exhibiting and (b) L2 learners who receive traditional instruction, where grammar and lexis are conceptualized and taught separately, can be differentiated from L2 learners who are exclusively taught with an instructional method that emphasizes ‘noticing’ of L2 formulaic sequences (FS), with reference to their receptive and productive knowledge and use of such phrases. Participants were 14 Greek EFL students attending the third grade of state primary school. Over the course of the school year the experimental students (N=7) were only exposed to the state school’s instructional materials (Magic Book 1) which made them aware of standardized phrases and only received implicit grammar teaching, while the control group (N=7) also received extra L2 classes which featured discrete point explicit grammar teaching and vocabulary instruction focusing on single words. Following instruction, the participants’ oral proficiency in an oral narrative was measured by two judges. The number of word combinations in the oral narratives considered to be formulaic sequences was counted along with learners’ scores on recognition and recall of formulaic sequences in a test designed to elicit them. The findings suggest that FS use contributes to all aspects of perceived L2 oral proficiency and that an exclusively lexical approach in language teaching is more effective in promoting young learners’ perceived oral proficiency and fluency, their recognition of formulaic sequences, and their recall of collocations, compared to traditional instruction which is coupled with awareness-raising of formulaic sequences.

This thesis is an annotated translation of an extract entitled “Le bilan”, from the book of Michel Germain and Veronique Magnier, Les societes commerciales, from French into Greek. The text belongs to the field of the French accounting law, and aims to inform about the balance sheet structure, the procedures of its drawing up as well as about the corresponding legal framework. This thesis starts out by analyzing some basic legal and accounting concepts which are often used in the text, offering its readers a better understanding. The original text is presented opposite of its translation, then follow a glossary that includes all of the French and English terms of the text and their Greek version, and a terminology documentation of some accounting terms, which substantiates the translator’s choices. Α presentation of the language and the style of the text comes next, and an analysis of the methodology used during the translation and the documentation follows. This thesis ends by describing some of the syntactic, lexical-semantic and pragmatic difficulties encountered during the translation process and by pointing out some useful conclusions for the translation of legal and financial texts.

The aim of the present Master Thesis was the annotated translation of the text ‘Communication Theatrale’ by Tadeusz Kowzan from the French to the Greek language. Firstly, the translation of the text from the French to the Greek language was presented in two aligned columns. Then followed the glossary of the terms which had been extracted from the text, and after that the term validation of the theatrical terms, as well as some terms which belong to the field of semiotics but are closely related to theatre. Furthermore, there was an extensive reference to the terminological research and term validation, with an analysis of the research procedure which had been followed, and the procedure of the compilation of the reference corpus. In addition, some of the most characteristic translation difficulties which arose during the translation procedure, both morphosyntactic and lexical - terminological were analysed.

The Research Article Abstract is an academic genre that has attracted lots of interest because of its importance in the academia. The present study attempts to shed light in cross-disciplinary variations in research article abstracts from the fields of Physics and Linguistics in terms of their rhetorical structure, their use of metadiscoursal elements and academic vocabulary. For the purposes of the present study four corpora were compiled, consisting of research article abstracts from scientific journals in (a) theoretical linguistics, (b) applied linguistics, (c) theoretical physics and (d) applied physics. The findings of the study reveal specific similarities and differences between abstracts from different disciplines. Suggestions are made concerning possible uses of the research findings in the English for Academic Purposes classroom.

The aim of this study is to investigate the genre of CA in two different languages, English and Greek with a focus on the rhetorical structure and vocabulary in CAs. The goal is to demonstrate possible differences and similarities in the same genre between two languages. For the purposes of this research, two corpora were compiled with abstracts in English and Greek, selected from four consequent symposia of the International Symposium on Theoretical and Applied Linguistics which is held biannually by the School of English at the Aristotle University of Thessaloniki. The rhetorical structure of CAs is examined on the basis of Halleck and Connor’s model (2006), as modified by Agathopoulou (2009). The model includes nine move types in abstracts. The analysis of lexical choices is based on frequencies of appearance as given by AntConc, a software programme by Anthony Laurence (2012). Additionally, extra attention is given to metadiscoursal elements such as hedges and boosters in CAs. The results suggest that authors select similar patterns of move types for structuring their abstracts regardless of language. Moreover, it appears that the main moves in conference abstracts are Territory, Goal and Methodology. Two basic lists with the most frequent content words were derived from the lexical analysis of the two corpora. The analysis showed that the lexical choices are content- dependent, and not language-dependent. This means that there is high overlap in lexical choice across CAs in the two languages. Moreover, the results showed a main difference in the use of metadiscoursal, interactional markers between CAs written in English and Greek. Authors who write in English use more interactional markers than their peers who write in Greek. In particular, English CA authors show a tendency to use more boosters and fewer hedges. On the contrary, Greek CA authors employ more hedges, thus avoiding the prominent use of boosters. Previous research between English and other languages (Salar & Behzad, 2016; Yagiz & Demir, 2015) suggests that the use of metadiscoursal, interactional markers is influenced by socio-cultural factors, academic background and is language-specific. The outcomes of this research can be exploited for creating pedagogical support for future conference participants towards the production of more successful CAs. Moreover, this study can be a basis for further investigation of the CA genre, and an addition to the general linguistic be a basis for further investigation of the CA genre, and an addition to the general linguistic analysis of Modern Greek texts.

The rising interest of American young adolescents in dystopian young adult writing in the twenty-first has brought to the spotlight questions about how teenagers view the changing world around them and how they perceive themselves in society. The focus of this thesis is how the young adolescent, as featured in the two American novels under examination here, escapes the docility and control that the dystopian society imposes on them and becomes an autonomous agent that cannot be manipulated and disciplined. A very important factor in such a process is the journey these adolescents undertake from naive and ignorant to knowledgeable and self-conscious individuals who perform their resistance against the societal strictures in their worlds. The novels to be commented on in this thesis are Suzanne Collins‘s Mockingjay (2010) and Veronica Roth‘s Divergent (2011), which feature young adolescent female protagonists whose journey into maturity ends in resistance. By resorting to the views of certain theorists such as Michel Foucault, Gilles Deleuze and scholars such as Keith Booker, Roberta Seelinger Trites, Thomas Moylan and Raffaella Baccolini, this thesis pays attention to how the female protagonists manage to escape docility and compliance and transform into resistant young adults.

The subject of the dissertation under the title "Interpreted Translation: Architecture and Decoration of Renaissance Castles in France" is the translation of an extract from the text "Les Chateaux a la Rennaisance" by David Bordes, published by the Cite de l'architecture & du patrimoine which is based in Paris. More specifically, the original text and its translation deal briefly with the operation, architectural design, construction, masonry, sculpture and painting decoration of these castles. It is therefore a translation of a text of a specific language with the architecture terminology of the Renaissance period in France. Apart from the translation of the text and its glossary, the dissertation includes the translation comments regarding the definition of the specific translation, its difficulties as well as the documentation difficulties. Finally, the conclusion, the references and the Annex with the pictures and architectural drawings used during the translation process complete the dissertation.

Aim of the present master thesis was to produce an annotated translation of a specialized text from German into Greek. Excerpts from the translation studies work “Literary Translation” by Jorn Albrecht were translated. A glossary of terms was prepared and each term is accompanied with a documentation of its meaning and its use (definition and explanatory context) both in the source language and in the target language, including a bibliographical reference and an internet link, in cases one was available. The communication circumstances, in which the source text and the target text were produced, were examined with references to Skopos theory of Hans Vermeer and the text analysis of Christiane Nord. The approach method to the text and its terminology is then thoroughly presented, in accordance with the analysis of the translation purpose and strategy. What follows is a presentation and analysis of the translation problems encountered in the text as well as of the ways they have been handled by means of various translation techniques. An interconnection between theory and practice in the course of the translation activity is established and demonstrated.

The aim of the present thesis was the annotated translation of a German text into the Greek language. The chosen text was extracted from the book Literarishe Ubersetzung – Geschichte, Theorie, Kulturelle Wirkung by Jorn Albrecht, particulary chapter 4.3, in which the benefits and disadvantages of translation for the language are discussed. Following the translation of the passage, a glossary of terms and their documentation are given. The thesis is completed with the documentation of serological research and annotation of the challenges faced during the translation of the passage.

The aim of the present thesis is the translation of the article's “La propulsion diesel electrique des methaniers Gaz de France” segment, by M. Roger Courtay, project engineer in the shipyard Chantiers de l' Atlantique. The original text which is written in French, is translated into Greek with the title “Η ντιζελοηλεκτρική πρόωση των υγραεριοφόρων της εταιρείας Gaz de France”. This thesis aims for the correct translation of the segment in order to be logically fluent and understood in Greek. It starts off with the introduction, the translation and then follows the glossary, the documentation, which consists of each term's definition in both languages, the annotation of all the problems that occurred during the translating process and finally the bibliography and the appendix. The original article deals with the use of natural gas as the primary fuel in gas carriers. It offers specific information on the use of diesel, steam and electricity while comparing them with a more modern solution, natural gas. There is a detailed description of how an engine runs on diesel, natural gas, steam, electricity, as well as combined solutions, and a presentation of the advantages and disadvantages of each choice.

Customs and traditions can help keep track of the process of assimilation in the Greek-American community by examining how and if each generation passed them on to the next. In this thesis, I discuss the portrayal of Greek traditions in Helen Papanikolas’s Rain in the Valley and Nia Vardalos’s My Big Fat Greek Wedding 1 & 2, connecting the former with the concept of assimilation, and the latter with that of acculturation. This distinction is made based on ethno-religious and ethno-cultural customs, terms which I am borrowing from Alice Scourby. Indeed, Papanikolas’s story about three generations of fictional Greek Americans reveals that the vast majority of both ethno-religion and ethno-cultural customs which were brought to the USA by the first generation from their homeland did not fare well among the following generations. By the end of the book, assimilation has become a reality for the third generation. Vardalos’s films on the other hand, share a different, more optimistic perspective, showing that both the American and the Greek culture can co-exist and shape the Greek-American identity. What is the future of non-fictional Greek America though? Can we make general assumptions about the potential assimilation of a whole generation based on some individuals, be they fictional or not?

The present thesis made a CIA study on the Greek component of the International Corpus of Learner English (ICLE), GRICLE, comparing it with the American collection of LOCNESS and PELCRA corpora. Our paper examined the academic attainment of both learner groups, GRICLE and LOCNESS and PELCRA, using Coxhead's AWL. We compared the overall word frequencies, as well as the word frequencies per each AWL sublist in the corpora of both Greek and American students. We, also, investigated which word families had higher or zero word frequency in either or both corpora altogether. Then, we calculated the percentage of AWL vocabulary coverage by each corpus. Last, we conducted a quantitative and qualitative analysis on the collocations produced by the natives and non-natives alike using Coxhead’s AWL. The results we obtained from the software analysis programme and subsequent thorough investigation seem to refute our initial hypothesis of a predominance of the native group of students. After all, our goal in the first place was to avoid a strict contrast following the primary frame of the first version of CIA. Hence, we prefer the term ‘comparative study’ instead of the term ‘contrastive study’. The recently revised CIA is looser and condemns imperialistic appeals of obedience towards native standards. Our results strengthen the importance and value of learners’ use and creativity of the target language.

The present paper’s subject is the comparative approach of the Homeric Epics’ - Iliad and Odyssey- allegorical interpretation made by Stoic and Neoplatonist philosophers respectively, with indicative textual references to the works of Cornutus, Heraclitus the Allegorist, Porphyry and Proclus. The allegorical interpretation of the rich mythological material involved in the Epics is an ancient way of reading and interpreting a “hidden” meaning of a philosophical texture contained in the Epics. This way of reading has served for a long time as an endeavor of defending Homer against the numerous instances of criticism that his work has received throughout the centuries. Simultaneously, though, it also became a carrier of expressing the philosophical folds that each philosopher wished to be emerged according to the School he belonged to. The Stoics -within the frame of their language theory and their hylozoistic concept - emphasize etymology and the view of the Homeric poetical word as a divine expression, whereas the Neoplatonists – though continuing to adopt and evolve these elements- also attempt to connect the Homeric word with divine contemplation, through symbols and mysteries to which it resembles, this way offering a clearly metaphysical dimension to the allegorical interpretation of the Epics. In both cases a convergence of philosophy, theology and poetry is to be observed that emphasizes the recognition of the properties of a Philosopher, Theologian and Poet in Homer’s figure. This convergence, though having already been recognized by scholars, it is still a fertile ground for further future studies.

The aim of the present thesis was the study of the postmodern novels of Jonathan Franzen (Corrections) and of Zadie Smith (North West). The main core of this thesis was the comparative study of the two novels published in 2001 in the USA and 2012 in England respectively. In particular, we examined the narrative versions of the notions of postmodernity and gender taking into account the modern experience of living in the city. Furthermore, we analyzed how the postmodern narrative explores the multidimensional life of the postmodern subject as it is currently developed in the modern urban landscape. Τhe power of the narrative language, therefore, to act and to perform by shaping and reforming both the individual and the social life was the main stakes of this comparative attempt. As a result, emphasis was placed to the narrative dimension of both the construction and deconstruction of the postmodern identity. We also dealt with the multiplicity of the interpretations and the gender oriented questions that appear to emerge from the postmodern writing. Last but not least, examining the similarities and differences between the two postmodern novels aimed at exploring the sociological profile of the urban space as well as its reforming possibilities through the different aspects of contemporary narrative.

The present thesis is the social margin in Athens, a city that is constantly changing in the postmodern era and hosting any kind of marginal story. It analyses three literary works, a novel, Victoria is (Not) There by Yannis Tsirbas and two literary photo albums, Omonia 1980 by Giorgos Ioannou and City on Knees by Michel Fais. These three projects unfold in front of the reader’s eyes personal stories of outsiders and represent sounds, smells and colors of the changing city, while the lens of the photographer, who moves as another flaneur in the literary albums, reflects aspects of the city, so close, so near yet so far, so strange to the posh surroundings of our petty lives.

The aim of this research is to present the terminology in the field of packaging and its use and make it available in in the Greek language. This Master thesis was carried out in cooperation with the Terminology Coordination Unit of the European Parliament, with the support of the IATE database and the WIPO Pearl – Concept Map Search. This thesis analyses the terminology, which derives from the packaging field. It begins with a short description and analysis of the packaging field and also mentions the associations of the Greek manufactures of packaging and materials. In the end, there is a list with 30 terms in the field of packaging material and flexible packaging, where they were collected from the multilingual terminology portal WIPO PEARL and with the cooperation with IATE. They were then translated into Greek. An additional 15 terms were extracted from authentic text corpora according to their frequency and importance

The present thesis looks at the key role that urban representations come to play in works of post-9/11 American fiction, one being Falling Man (2007) by American writer Don DeLillo and the other Netherland (2008) by Irish/Turkish writer Joseph O'Neill. Certainly, cityscapes have always been in the foreground of literary narratives, not only as the necessary setting for the unfolding of stories but also as agents that generate and promote meaning-making. Drawing from the idea of the textual power of the cityscape, this project examines the inscription of New York City’s urban space in two American post-9/11 novels in order to accentuate the city’s relevance to the expression of trauma and belonging, as well as its ability to accommodate national, racial, and cultural tensions in a changing, increasingly interconnected world. The first chapter focuses on Falling Man and studies in what ways an urban perspective can offer a more palpable understanding of post-9/11 trauma. The second chapter discusses Netherland with particular attention paid to how post-9/11 New York City can be transformed in a narrative that emphasizes its diverse, multi-ethnic and multi-cultural character. Ultimately, the present thesis aims at involving the discussed novels into a dialogue regarding the role of fiction in the crucial process of re-negotiating individual and collective national identities by acknowledging their hybridity and in-betweenness.

The postgraduate dissertation "The city of Athens in the Literature of crisis" explores the theme of the crisis in literary events and especially the literary presence of the city. The dissertation moves in the field of Comparative Literature and opens the topic of the literature of crisis towards synchrony namely on literary texts in which the city is the protagonist as in the books Torch in the mouth of Ch.Chrisopoulos, Victoria doesn’t exist of G.Tsirmpas, Stone, scissors, paper of N.Mantis and The extreme humiliation of R.Galanaki. The axis of the research is the question whether the subject of the crisis constitutes a literary category and if so, how such a definition is associated with the leading presence of the city, and specifically of Athens. In the above context, the dissertation runs the Greek regime change literature as literature saw very early data that led the Greek society to the crisis, while considering and setting up one genealogy of the literature of crisis in terms of prose production. The main question is the new element that the literature of crisis brings, the turnover that wants to cause to the Greek society and the change in the urban landscape, with reference to the city of Athens.

The aim of the present thesis was to show the educational objectives as they are promoted by the international organizations and the way they are presented through their advertisements. For this purpose two TV commercials of UNESCO and UNICEF about education were semiotically analysed in order to show the utterance of meaning structures in language and image. Initially, the thesis presented the general aims of education and how they readapt due to globalization. There was a reference to the international organizations and their relation to education. Consequently rhetoric of the advertising and semiotic method which was used for the advertisement’s analysis were presented. Then the semiotic analysis of the two international organizations’ advertisements was presented in their iconic, written and spoken text, the deductions from the analysis of each advertisement and the conclusions’ comparison. In the last chapter the general conclusions are cited which have to do with the comparative analysis data of the three kinds of text (image, spoken language, written language) with the educational aims of the international organizations, in order to reveal the kind of their relation, while the means of persuasion of the two videos is also mentioned.

The aim of the present thesis was the semiotic analysis of the cross-curricular comprehensive framework for preschool education (Government’s Gazette vol. B, No 304 / 13-3-03) in order to determine whether the objectives of preschool education regarding the structured semantic units (codes) are in accordance with the current legislation. The ultimate aim was to identify the broader ideological strata within the above mentioned Government’s Gazette, through a systematic semiotic text analysis methodology. Initially we studied the basic principles of Semiology or Semiotics, a new branch which studies the phenomena of significance. Then we focused on the model of semantic text analysis based on the theory of the structural semantics of A. Greimas, who was the most prominent of the French semioticians. Based on this model, we grouped the words of the text of the national curriculum for preschool education (“DEPPS”) that had common semantic content. Then we analyzed the codes, and more specifically we detected the relationships and joints of the codes among them. Finally, we compared the results of this semiotic analysis with the basic principles of preschool education as outlined in law 1566/1986.

The present study aims to investigate the possible effects of the input-based approach Processing Instruction (PI) compared with traditional output-based instruction (TI) on the acquisition of Russian aspect (perfective and imperfective distinction) in the past tense. For this study, we selected 22 L1 Greek learners enrolled in a Russian language tuition programme at a private language school in Thessaloniki, Greece. The learners were divided into two groups: a processing instruction (PI) group and a traditional instruction (TI) group. The PI group was provided with explicit instruction about the forms, information about processing strategies and a set of structured input activities. The TI group was also provided with explicit instruction of aspect and underwent a traditional output-based treatment. A pre-test, a post-test and a delayed post-test (one month later) assessing both comprehension and production, were administered to all participant groups. The statistical analysis of the results showed that both the PI group and the TI group had improved after the instructional treatments and that there were no significant differences between the groups. These results are possibly due to methodological constraints and further research involving a larger sample of participants is necessary.

The aim of the present thesis was the commented translation of an original text that is interesting in terms of its translation from English into Greek. The chosen text is an abstract of an academic article that was published in a scientific journal and refers to the XLIFF (XML Localisation Interchange File Format) standard. This standard is used in CAT tools and supports translation and localization tasks. The main difficulties that occurred during the translation process were the absence of relevant texts in Greek, the occurrence of many different translations for the same term in Greek and, last but not least, Spanish being the maternal language of the authors. The text contains terms from the fields of translation and informatics and many terms are not yet documented in Greek. We also did an analytical presentation of the tools used throughout the thesis as well as a description of how the main translation difficulties were solved.

The present thesis examines the distinct cultural responses in American and European literature with regard to the collective and individual trauma that was brought about by the 9/11 terrorist attacks. The works Extremely Loud and Incredibly Close by Jonathan Safran Foer and The Reluctant Fundamentalist by Moshin Hamid are used as a reference corpus for the purpose of conducting a comparative analysis between the American and European literature respectively. The thesis employs theories of cultural memory, public discourse and psychogeography to consider the evolution of individual and social identity in both the United States and Europe at the dawn of the War on Terror era.

This thesis examines the stereotype of the "Orient" through the works of Alaa Al - Aswany and Tariq Ali. Our aim was to highlight the structures of the stereotypes that govern the cultural representations of a given group. We examined the ways in which cultural identity is represented and used the methodological tools of literary imagology, a field of comparative literature’s studies, to investigate how the identity of the characters is illustrated through the narrative structure of the examined works. In this context, we went across the historical, cultural, anthropological and social components of identity and attempted to expose that the cultural stereotype is constructed and/or deconstructed through their assimilation processes, depending on the result of these. We found that the stable stereotypical perception of cultural structures can be redefined and be re-exposed to new rules, experiences and opinions and thus can raise new interpretations of phenomena and theories.

The present thesis attempts to determine the influence of the French Revolution and in particular Maximilien Robespierre’s “Reign of Terror”, on the literary works of England and France, through the comparison of two important works of the 18th century, Marquis De Sade’s Justine and Matthew Lewis’ The Monk. The social unrest and political uncertainty of that time are linked to the rise of the Gothic Novel in the same period, in order to determine the way in which the impact of the Revolution influenced the two narratives. The analysis of Justine and The Monk is based on three common themes the two narratives share: terror, libertinism and anti-Catholicism. There is also mention of De Sade’s natural philosophy and Lewis’ use of the supernatural, themes that the two authors do not share but are of paramount importance in their novels.

The present thesis attempts to determine the influence of the French Revolution and in particular Maximilien Robespierre’s “Reign of Terror”, on the literary works of England and France, through the comparison of two important works of the 18th century, Marquis De Sade’s Justine and Matthew Lewis’ The Monk. The social unrest and political uncertainty of that time are linked to the rise of the Gothic Novel in the same period, in order to determine the way in which the impact of the Revolution influenced the two narratives. The analysis of Justine and The Monk is based on three common themes the two narratives share: terror, libertinism and anti-Catholicism. There is also mention of De Sade’s natural philosophy and Lewis’ use of the supernatural, themes that the two authors do not share but are of paramount importance in their novels.

The aim of the present thesis is tο explore the Sublime in certain works of William Wordsworth and Dionysios Solomos. I study the relation of the aesthetic Sublime to the I and nature and endeavor to connect it with the external stimuli which constitute the terrible Sublime. Thus, Ι demonstrate the interaction among the I, nature and the Sublime and, subsequently, the ways the intellect is released from pragmatic perception in order for it to capture all aspects of the individual and the cosmos, the obscure ones in particular. In addition, I discuss the religious feeling that pervades the texts and is interwoven with Sublime senses, as well as imagination, which acts as a catalyst in the processes that lead to the Sublime. Moreover, I describe dreams or/and visions as devices which serve the Sublime and contribute to its fulfillment via their various functions.

This dissertation explores whether C. P. Cavafy and George Seferis are two of the most well-known Modern Greek world poets and attempts to verify the common belief that the reception of Cavafy’s work in the Anglophone world is wider and timeless. An inductive study of nine Anglophone anthologies of world literature and world poetry published from 1990 and onwards, was conducted. The present dissertation is organized in two units. The first one deals with world literature as theory, examining at first different attempts to determine its object. The relationship of world literature with politics and economy, the inequality between center and periphery, the role of globalization in the development of world literature, all shed light on different aspects of the problem of representation in world literature. Furthermore, taking into consideration that world literature is actually literature in translation, the problem of representation is reflected in the canon of world literature as well as its anthologies. In the end, there is a reference to the new presuppositions that arise in reading world literature. In the following unit, after presenting the results of the research in the nine source-anthologies, a comparative examination of the reception of Cavafy and Seferis by the Anglophone public is attempted. The similarities and the differencies of the two poets, which seem to justify the prevalence of Cavafy in world literature, are brought up in three subsections. More specifically, the thesis examines how the Anglophone audience came to know Cavafy and Seferis in the light of Cavafy’s homoerotic poetry and Seferis’ Nobel prize; how Cavafy’s and Seferis’ common interest in mythology and history is depicted in their poetry, placing them on the dipole of micro-history – official history; how, even though both of them are regarded as cosmopolitans, the degree of indigenuity of their poetry assigns the term amalgam to Cavafy’s poetry and that of pure hellenicity to Seferis’ poetry.

The aim of the present thesis was to highlight the way sexuality and war shaped the spirit of modernity by studying texts of different style and technical writing. The primary object of the thesis was the relationship of modernity with the free manifestation of sexuality and how it is depicted in modernist novels, with a special focus on the modes of writing and narrative. The thesis presented elements of theory on consciousness techniques in the novel, as Dorrit Cohn and Maria Kakavoulia systemize them. Another point of discussion was the way of representing sexuality in the two novels, with specific references to the two novels and a discussion of the narrative techniques used in the two texts. Finally, the thesis focused on the place World War I occupied in these novels. The two novels were discussed comparatively in terms of their narrative form as well as the individual themes mentioned above.

This paper intends to describe the design and implementation of CLIL materials. This case study examined the effects of art when taught through the English language. The purpose of the research undertaken was to explore the benefits of CLIL in art, if any, regarding (a) communication-language skills, (b) content-subject knowledge, and (c) culture- intercultural tolerance. The participants were a group of 4 EFL learners (11-14 years old) in Greece, the academic year 2015-16.The results of the study suggested gains in all the areas checked, encouraging in this way relevant, full-scale research to be conducted.

The present MA thesis examines the apparent emergence of a new literary realism in the current era of fundamentalist terrorism through the work of two culturally diverse writers, namely of the American writer Don DeLillo and his post 9/11 book entitled Falling Man (2007, English edition) and of the francophone Algerian writer Yasmina Khadra and his first book on the theme of terrorism in the middle-eastern countries The Swallows of Khabul (2004, Greek edition). The thesis focuses on the particular ways both authors render this new reality of constant threat of violence and loss familiar to the contemporary reader and therefore turn it into a manageable human experience. By analyzing their common motifs of the victim/martyr/witness and of the enstranged character pairs this project will show how the two authors reinvent the tropes of narration while re-investing literature with a moral imperative.

The main purpose of this study is to investigate the effectiveness of employing both implicit and explicit strategies in EFL vocabulary instruction for primary school students, through the child-friendly context of storytelling. In so doing, a graded reader was used as the teaching material from which 40 target vocabulary items were selected: 20 were taught explicitly and 20 implicitly, proportionally distributed according to their level of difficulty and the part of speech they belonged to. Upon completion of the story, the children were required to recall the target vocabulary items orally. Their responses were carefully examined in relation to the way of instruction and the special features of the vocabulary items, in an effort to shed light to the factors that actually influence vocabulary learning. The collected data were analyzed using SPSS software. Interestingly, the results showed that despite a slightly higher vocabulary gain in the explicitly taught items, the explicit/implicit factor played an important role only in the recall of the words belonging to A1 level. The discussion of the findings draws on a variety of theoretical perspectives and suggests possible directions for effective vocabulary learning

The IATE terminology project was conducted in the framework of preparing my thesis for the postgraduate diploma in translation of Aristotle University of Thessaloniki and aimed at finding terms and concepts related to packaging materials (domain) and flexible packaging (subdomain). More specifically, the IATE terminology project consists of 50 terms of packaging, listed in an excel spreadsheet, and a theoretical presentation of their indexing. Fields included in the excel spreadsheet concern the language pair English-Greek and are the following: term, term reference, definition, definition reference, context, context reference, cross reference and (if applicable) comments. The IATE terminology project was prepared in collaboration with Termcoord and was based on the concept map of WIPO PEARL on packaging materials. The theoretical presentation provides information about the domain and subdomain, and the references, dictionaries and sources used throughout the research. The most important terms of the domain and the relationships between them are also presented by means of graphs. The research process and the difficulties encountered are described in the final chapter of the presentation, where the excel spreadsheets and a sample of the authentic texts corpus used are also included.

The subject of this master thesis is the annotated translation of an abstract of the IMF article “Refugee Surge in Europe: Economic Challenges”. The title of the abstract/chapter translated into Greek is “Labour market impact and absorption of immigrants”. The article analyses under the economic spectrum the surge of migrants and refugees into E.E, thus it is full of economic and migration related terms. Apart from the original and the translated text, there is also a glossary in alphabetical order of the terms found in the text, as well as the definitions of the terms in both languages. There is also an analysis of the translation tools used in the translation, as well as the difficulties faced during the translating prosses

The aim of the present thesis was the study of frozen expressions (idioms) in Modern Greek. We examined the proposed terminology and the definitions given for frozen expressions. Then we presented the features of frozen expressions and the restrictions on vocabulary, grammar, and syntax. Furthermore, we analyzed the models concerning the comprehension of frozen expressions and we examined children’s ability to produce and understand frozen expressions as well as ways of teaching them to foreign learners. We also examined the compilation of dictionaries of frozen expressions and we presented selected Greek dictionaries written in the last two decades. Another aim of this study was to examine the historical dimension of frozen expressions.

This thesis is an attempt to correlate the world of the dystopian young adult literature with the phenomenon of terrorism in the 21st century, setting as a milestone the attacks of 9/11 in the U.S. In the dystopian young adult novels, the unstable and tormented teenage world collides with equally tormented and violent worlds. Using a comparative literary approach, we examine in Sam Mills’s Blackout (2010) and Cory Doctorow’s Little Brother (2008) the construction of subjectivity and individual action as well as the way they are connected to the notion of terrorism. Furthermore, we underline the political matters of violence, state control, civil liberties and the social responsibility to battle against fear and the rhetoric that strengthens it. Our aim is to examine whether the representations of terrorism, as it appears in the critical dystopian novels under examination, can be a vehicle for the political, social and cultural processing of the phenomenon in addition to the overcoming of violence, fear and violence.

The aim of the present postgraduate dissertation was the investigation of the relationships between “city literature” and “memory literature” through the comparative study of Lost Spring (1976) by S. Tsirkas and of The Ultimate Humiliation (2015) by R. Galanaki. The presentation of the theoretical framework, regarding the forms of memory and the relations between memory and place, highlighted the connection of literature with the city, the place par excellence in literature, and memory. Furthermore, the examination of how city and memory are represented in the two books through narration, using the axis of time, space and point of view, formed the basis of the comparison, which in turn focused on the common "places of memory" of the two novels and on the dialogue between the generations. Finally, the interpretation of the identified differences highlighted the “city literature’s” potential to depict not only the process of remembrance but also the process of shaping the collective memory

This project examines the relationship between reality and fiction in Stephen King’s Song of Susannah (2004) and The Dark Tower (2004). One of its aims is to explore the double role King plays both as a writer and a character in these two novels and the implications his authorial practice has on the characters’ existence and the text’s overall structure. The inclusion of the writer within the story is seen, in this thesis, as an attempt to dissociate the author from the text’s creation and to elevate the role the characters play in it. This project intends to expose the fluidity that characterizes the notion of fictional reality and the plurality of narrative worlds this can create especially in relation to King’s The Dark Tower universe the two primary sources under examination here belong to. Another aim of this project is to discuss the relationship that a text can establish with other texts and the intertextual and cross-referential dynamics this can generate with regard to the development of the story. In order to accomplish that, texts that have influenced and have been influenced by The Dark Tower series are considered in the two chapters of this thesis. Finally, this project will attempt to critically approach terms such as metafiction, intertextuality, deus ex machina, mise-en-abyme, deferral.

Speakers with Down Syndrome apart from intellectual disability, have physical malformations that exert a major influence on their articulation. Evidence from foreign language research has delved into the nature of the articulation problems speakers with Down Syndrome face. For the Greek language, however, at least to our knowledge, there is no research regarding the production of vowels and consonants in the speech of adult speakers with Down Syndrome. As a result, the aim of the present master’s thesis was the documentation of the speech of the particular target group. The first experimental group consisted of three adult female participants with Down Syndrome in Thessaloniki and the second group consisted of three adult male speakers with Down Syndrome in Crete, Southern Greece; there were moreover two control groups that were matched accordingly. First, an acoustic analysis of the five Greek vowels was conducted in stressed and unstressed word position, in order to examine the duration and the vowel space of the participants. In addition, there was a qualitative analysis of the Greek consonants as singletons along with certain consonantal clusters, in first, stressed and in second, unstressed word position. After collecting and analyzing the data, we proceeded with a documentation of the phonological processes evident in the productions of the speakers with Down Syndrome. The research findings indicated longer durations for the vowels produced by speakers with Down Syndrome compared with the control groups. It was moreover found that vowel spaces for male and female speakers with Down Syndrome, were smaller than the respective spaces of the typical population. With regards to the qualitative analysis of consonants as singletons and in clusters, a variety of errors among the participants was observed. Participants with Down Syndrome apart from common phonological processes, displayed different frequency in the use of various phonological processes. There were additionally idiosyncratic errors in the speech of adults with Down Syndrome. Important was the variability across the trials of each participant for each target-phoneme, suggesting thus a high inconsistency in speech production, an issue that has been raised in bibliography. Finally, it is worth mentioning that a part of the findings regarded dialectology and more specifically, whether elements of the Cretan dialect were preserved in the speech of the speakers with Down Syndrome. Comparing the findings of this research with bibliography about the typical phonological development of children in Greece, it was observed that the speakers with Down Syndrome exhibited elements of not only a delayed, but also a deviant phonological system.

The objectives of the present study are manifold all directed towards a comparison and contrast of adult and child speech. The first aim is to examine selected acoustic features of nasals and liquids for the Greek language in initial position; their F1, F2, F3 values, and the duration of /l/, /m/, /n/ and /r/. The second aim is to provide the vowel space of children of both genders and to contrast it to that of adults of both genders. The third aim is to identify the effect of stress, gender and age on the way the vowel space of the participants is structured. For the purposes of the study data from twenty adults (ten men and ten women, aged 18 to 50) and twenty children (ten boys and ten girls, aged 8 to 11) were analysed. The corpus consisted of carrier phrases in which sets of words of the 'CVCV and CV'CV type were embedded. Only the first consonant (which was a nasal or a liquid) and the first vowel of each word were measured. The results showed that in unstressed conditions there was an upward movement of the vowel space, while the effect of stress was evident in the increase in size of the vowel space and in longer durations of the segments. Women and girls produced higher F1, F2 values and longer vowel durations than their male counterparts, while children in general produced the highest values of all. The effect of gender on the speech of children has not yet started to be so pronounced as in the speech of adults, and the effect of age was stronger in comparing the speech of male participants than that of female ones. Children also produced longer nasals and liquids, whose duration was affected by the stress condition the following vowel was in, except for /r/. Moreover, the formant frequencies of the nasals and the lateral were also subject to whether the following vowel was stressed or not, to the gender of the speaker producing it, the age group in which he/ she belonged and the quality of the following vowel.

Romanticism, as intellectual movement, dominated in Europe from the late 18th to the mid 19th century and transformed the life and the thought of the western world. It is actually a reaction to the deterministic conception of the world, which is the main idea of the Enlightment movement, and a transition to the emotion, the imagination, the personal experience of nature as well as to the paradox, the occult, the supernatural. The impact of Romanticism to European literature – and particularly to poetry – is sweeping. Different schools of romantic poets were developed, each of which configured special characteristics. The objective of this dissertation is the comparative examination of two romantic period poets, who represent two different European literary traditions. It concerns Percy Bysshe Shelley, one of the major representatives of English romanticism, and Dionysios Solomos, Greek romantic poet, leading figure of the School of Eptanisa, one of the most influential schools of Modern Greek literature. More specifically, this work focuses on two basic characteristics of the Romanticism movement: the nature and the supernatural. Through the consideration of these features, issues such as the way in which natural and supernatural world interact, the human relation to nature and to non-tangible entities, that live inside the nature, as well as the role of poetry on the complex “nature-supernatural powers-human” will be addressed.

In my MA thesis I examine the recycling of Hollywood female stereotypes in the popular American film comedies Pitch Perfect (2012) and Pitch Perfect 2 (2015). I investigate the cinematic narrative as well as the style of the directors, who appropriate these stereotypes and turn them into a form of satire which aims at their deconstruction and at the subversion of patriarchal assumptions of femininity. Employing feminist, cultural, and film theories, I argue that the female director, producer, screenwriter and the all-female cast of these two movies collaborate to provide a feminist statement. Together they subvert the conventions of the comedic genre and at the same time they construct positive messages about female independence, women’s empowerment, and social equality. In this way they resist against the established Hollywood sexism that traditionally excludes female voices and experiences both in front and behind the camera. I also comment on the fact that because of their success these two movies have initiated and contributed in opening a public dialogue about feminism in Hollywood and popular culture; a dialogue about the rare existence of female filmmakers that has been recently exposed as a real problem that underlines an entrenched sexism in the reigning Hollywood studios that form and shape the biggest part of the film industry worldwide. Lastly, I argue that these two film comedies have opened up a cinematic space in the genre of popular comedy, a space for the promotion of a female and/or feminist comedic tradition. In other words, a space where women’s comedic art can be the source of a cultural revolution.

The present thesis aims at investigating the representation of artificial intelligence and of the robot as characters, as well as the impact of these (dis)embodied machines on the human society in two cinematic narratives. The proliferation of advanced technologies in the 21st-century Western world and the interdependence of human beings and machines are insightfully explored in Spike Jonze's Her (2013) and in Alex Garland's Ex Machina (2015). Both Jonze and Garland are contemporary Anglo-American scriptwriters and directors who are interested in the co-existence of humans and machines as an inevitable feature of the technologically saturated human society. However, neither Jonze nor Garland embrace a transhumanist vision of the world in their movies. On the contrary, both of them underline the possibility of the co-existence of two different entities occupying the same environment, while pointing out the latent ideological assumptions about gender relations which evidently inform the human-to-machine interaction. One cannot fail to notice that both Jonze’s and Garland’s films have a male character as the main representative of humankind and a feminized machine as a stand-in for womanhood.

The idea of the nation as body is certainly not new, nor is the representation of the body politic in literature an obscure critical direction; this thesis, however, aims at investigating the corporeal aspect of the body politic as metaphor, and how this serves Mary Shelley's socio-political ideas and proposals, especially during a period of time marked by groundbreaking changes in how the relationship among nation, society, and individual was perceived. Following this line of thought, the first part of my MA thesis will examine Mary Shelley's representations of the body politic as a corporeal symbol and a political metaphor in post-revolutionary, imperial England. By combining theories of the Gothic/gendered body with theories of nationalism and nationhood, as well as a broad range of related socio-political studies, I aim to enquire into how Frankenstein (1818) emerges as a narrative that negotiates questions of healthy and monstrous bodies politic, and how these bodies interact. To be more specific, I will explore Shelley's political programme in Frankenstein concerning the body politic as gendered in conjunction with issues of normality/abnormality, selfhood/otherness. In this respect, I will focus on Shelley's ideas for a political subjectivity that foregrounds the prominence of women in fostering the familial and the communal. The second part of my thesis will handle a similar preoccupation with the preservation of the familial/national but in Shelley's post-apocalyptic The Last Man (1826), a novel that narrates the story of England's body from birth to death and beyond. In this chapter, I will look into the entire process of the English national body's deconstruction, the function of the national self/other dichotomy, as well as the possibility of talking about a different kind of gendered nationhood in a world that is constantly moving, changing, and destroying, through a culture of loss and mourning.

The aim of the present thesis was to explore cultural identity and show our change of perception regarding cultural identity because of the prevalence of certain postmodern notions. Through the investigation of Chinua Achebe’s Things Fall Apart and Leslie Marmon Silko’s Ceremony, we were presented with the hardships that people from the ex- colonies faced in order to find their voice after the end of colonialism. Thus, a large part of this dissertation was dedicated to the deconstruction of ideal past identities, the search of which many nationalist movements instigated in an attempt to resist the influence of the West. However, as both these novels exemplify, there is no pure, uncontaminated past to return to as cultural exchanges have been taking place since the beginning of time. The second half of this dissertation focused on the change of perception which postmodernism brought through its promotion of hybridity. Through hybridity, we have entered an era of appreciation of people from the borders like the mixed-race people from Silko’s Ceremony. The importance of hybridity is highlighted throughout the dissertation as it has helped us arrive at the conclusion that all cultures are to a certain extent hybrid, thus, making identity a free-floating, non- rigid concept which has allowed us to come one step closer to accepting our multicultural, postmodern condition.

The aim of the present dissertation was the annotated translation of a specialized English text into the Greek language. The chosen text was part of the annual report of the British Business Bank, 2014, and it analyses the financial markets and the small businesses in the United Kingdom. The translation of the text is followed by a bilingual glossary of terms, into English and Greek, related to the domains of finance and business. For the completion of the translation both bilingual and monolingual dictionaries, printed and online ones, were used, as well as related texts. Furthermore, the substantiation of the terminology was analysed and the research of the terms and the difficulties encountered in vocabulary level were presented.

This paper attempts to shed more light on how English can be taught to preschool children in Greece, considering the materials of instruction. Selecting, adapting and developing suitable teaching materials constitute challenging procedures for educators and materials designers. Therefore, materials evaluation is needed. In this study, the materials of a piloting teaching year are evaluated vis-a-vis specific criteria in order for the teachers to be more prepared and well- organized in the upcoming year(s). The study is based on EFL (English as a Foreign Language) materials that were taught at a state nursery school in Evosmos (Thessaloniki, Greece) during the academic year of 2015- 2016. Two teaching hours were observed with a view to criticizing the physical setting, the organization of the classroom as well as the resources available. The materials are analyzed in terms of particular criteria, thematic areas and learners’ cognitive abilities, lexical selection, and structures. More specifically, 9 thematic areas are covered: 1. Hello, 2. The pig family, 3. It’s breakfast time, 4. Christmas, 5. School, 6. Carnival, 7. Animals, 8. Easter and 9. Summer. The results of this evaluative analysis indicate that children need a variety of fun and engaging activities as well as content that meets their needs and interests. Content should also be appropriate for children’s cognitive level and age. Both frequent and infrequent vocabulary is insightfully instructed so as very young learners can be successfully introduced to English. Chunks and recycling are dominant when dealing with very young learners. Teaching of structures requires a motivating and multisensory approach.

The purpose of this corpus-based study is to explore and compare two non-native learner corpora composed of the writing of young learners of English as a Foreign Language (EFL). The participants in the study are students in two adjacent grades in a state primary school in Greece. The focus of this comparison between the two learner corpora is on the use of tense and aspect, at two important stages of the learners’ EFL learning process when their interlanguage is in a state of flux, constantly developing as new linguistic features are added to it. This paper is concerned with the range of verb forms and their frequency distribution in the two corpora and emphasis is placed on exploring the tensed verb phrases that the EFL learners use, including verb phrases marked for aspect. The aim of the learner data analysis is to investigate how the learners’ awareness of the present and past tenses, as well as the progressive and perfect aspects, develops as their level of linguistic proficiency improves. The results of the analysis are discussed and evaluated in relation to the Reference Language Descriptions (RLDs) for English, developed by the English Profile Programme, and the proficiency bands - A1 to C2 - of the Common European Framework of Reference for Languages (CEFR).

This MA thesis attempts to shed light on the poetry of two surrealist women poets, that of Greek Matsie Chandjilazaros (1914-1987) and francophone Egyptian Joyce Mansour (1928-1986). Although they manipulate familiar to the surrealist movement subjects, they try for the first time to approach their material from a female point of view. This adds to their poetry a self-referential value indicative of their own subconscious mental processes through which they try to reveal the complexity of female sexuality and at the same time suggest the emergence of a new woman type with multiple roles matching her multiple activities. The two poets end up actively engaging with the Surrealists after surpassing the male-oriented barriers existing within the surrealist movement rather than passively using Surrealism as a convenience platform for their own artistic work. In this way, they manage to expose subjects and stereotypes brought forth by patriarchal conventions and eventually bring to the center of attention some of the feminine subjects that male poetry always neglected or just ignored. Consequently, with the surrealist poetics having a multiplying and regenerative impact on the formation of these two female voices, one could also claim that the two poets in question equally enriched the surrealist writing practices with their own contributions.

Dyslexia is a language learning difficulty that influences the development of literacy and language related skills and it is related to difficulties in the processing of information. This study is concerned with dyslexia and how it affects literacy development and in particular reading, writing and narrative skills in both Greek and English. It is a case study that examines the dyslexic child’s performance and mistakes in reading, writing and story retelling in Greek, which is his mother tongue and in English, which is his L2. The aim of this study is to compare the child’s performance in the two languages in reading, writing and story retelling and examine the kind of mistakes he makes in each language.

The present MA thesis mainly aims to the production of an annotated translation from Spanish into Greek of the article titled El interprete audiovisual y el humor en el doblaje (The audiovisual interpreter and the humour in dubbing) by Antonio Fores Lopez, professor at the Politecnic University of Valencia. The article is included along with four other articles on traductology in the book titled Interculturalidad y traduccion en cine, television y teatro (Interculturalism and translation in cinema, television and theatre), published by Tirant Humanidades (Valencia, 2012). Apart from the translation, the present work’s objective was also terminology extraction and documentation as well as the analysis of terminology research and translational difficulties during the process of translating. In the introduction there is also a review of the audiovisual translation at an international level to clarify the term. Emphasis is also laid on a brief historical summary of the audiovisual translation both in a traductological and a historical framework with references to specialized techniques utilized by translators. To conclude with, as it is obvious from the title of the article, it is obligatory to also refer to humour and the theories developed about it.

The present paper is the commented translation from Spanish to Greek of the article with the title “El control de la inmigracion ilegal en la frontera exterior del Mediterraneo Central” by Magdalena Martinez-Almeida de Navasques. The above mentioned article is a political analysis of the situation in the EU and of the means and instruments the EU has at its disposal to address the immigration crisis and the increasing migrant flows. Firstly, there is a presentation of the Greek translation of the text next to the original text. In continuity, the paper includes a glossary of all the terms of the text which is followed by the presentation of the terminology research and the documentation of the terms. Also, in the fifth chapter there is an analysis of the difficulties encountered during the translation process. Finally, the detailed bibliography used for the translation is followed by an appendix containing a small sample from the corpus created for the translation of the text.

This thesis is an annotated translation of two sections of Miguel Bernal-Merino’s book Translation and Localisation in Video Games: Making Entertainment Software Global from English into Greek. These sections concern the story-building interactivity, how this interactivity can be transferred to the target language, the fragmentation of the interactive text and what kind of difficulties it poses to translators. This thesis starts out by outlining the theoretical background of the text, focusing on the localisation of video games and the video gaming industry with regard to the translation process. The original text is presented opposite of its translation, then follow the glossary and the terminology documentation. Difficulties and problems encountered during this translation come next, along with how they were addressed; the epilogue follows last. The aim of this thesis is to describe a relatively new field, video game localisation, within the translation process along with its peculiarities and difficulties; it also analyzes the translation of a purely traductological text with the documentation of the relevant terms. For the documentation I used mainly electronic sources (glossaries, databases, dictionaries, comparable texts in Greek, blogs, research papers etc.), while I used the model of J.P. Vinay και J. Darbelnet, Stylistique comparee du francais et de l’anglais to analyse and address these difficulties.

The present thesis investigates the representation of trauma in two novels, Bernhard Schlink’s The Reader and Boualem Sansal’s Le Village de l'Allemand ou Le Journal des freres Schiller. All the three protagonists of the novels discover that Significant Others, the lover of the protagonist Michael in the first novel and the father of the two protagonists in the second, were perpetrators of Nazi crimes during World War II. The concepts of trauma and guilt are the main themes around which the novels are organized. The first-person narratives focus on the way the protagonists cope with traumatic experience, capturing various dimensions of theoretical discussions around the perception of the past and depicting the doubts experienced by post-war societies when they are faced with the past. In the first part of the thesis we present concepts the two novels deal with such as trauma, grief, guilt, memory and the consequences of a family secret. In the second part of the paper we investigate how the heroes react to traumatic revelation, which generates for them an identity crisis and feelings of guilt. The quality of their defence mechanisms, the structure of their personality and their relationship with their social context influence the reactions of the heroes. Each hero assimilates in a different way the traumatic event and at the end of the narrative proceeds towards a different option. We seek to identify the factors that determine their options.

The aim of the present thesis was the integrated and detailed presentation of a terminology project in the domain of migration through which the scientific and social role of terminology would also be highlighted. It consists of two parts, an empirical and a theoretical and is also accompanied by two appendixes. The empirical part includes an edited termabase that contains 169 terms. The theoretical part is divided in three sections. In the first section the theoretical background of the scientific field of terminology is outlined. Consequently the identity of the project is being analyzed and the connection with the domain of migration is being made. The third section concerns the conducted research with a description of all the steps and main problems that were encountered during its prosecution. The thesis concludes with a summary of the main objectives and the recording of the research findings.

The aim of the present master’s thesis was the exploration of the female voice through the comparative study and presentation of the work of two female poets from different backgrounds and different times. We studied and analyzed the work entitled Sonnets from the Portuguese (1850) by the English Elizabeth Barrett Browning (1806-1861), who wrote during the Victorian era, as well as the sonnets included in the Collected Poems, written by the American Edna St. Vincent Millay (1892-1950), who lived and created during the Modernist era. The poetic form of the sonnet was selected for this comparative study in order to shed light on its gradual development and to debunk it as a genre limited only to male poets. We found out that the sonnet functioned for these two female poets as a means of reversing the stereotypes of their time regarding the relationships between men and women. In addition, we pointed out the elements that differentiate E.B. Browning’s work from the petrarchan sonnet tradition and to the elements in the work of E.St.V. Millay which, through the reclassification brought about by feminism and Modernism, talk freely about sexual liberation and women’s emancipation. The thematic approach of the sonnets of both poetesses led us to the conclusion that, despite their different points of view, the aim is the same: the promotion of basic issues regarding the female identity, the reaction to the stereotypical perceptions of the patriarchal society in which each one of the two poetesses lived as well as the contribution to the development of the sonnet as a poetic form.

This study aims to record and analyze the rendition of the cultural element, and in particular, dialect elements, idioms and cultural references that are used by the author and comic book artist Don Rosa in the epic fiction novel - biography of the beloved imaginary character, Scrooge McDuck, the "Life and Times of Scrooge McDuck". This text is an ideal example for the study of dialects, idioms and cultural references in connection to their translation and rendition into the Greek language. 94 examples of cultural elements were located, of which 47 are examples of local dialects, 21 are examples of idioms and the remaining 26 are examples of cultural references. These examples are discussed within the framework of translation as a decision-making process (Levy 1966, Schaffner 2001). These decisions have to do with the translation strategy and translation techniques that are used in the rendition of the cultural element in comics as multimodal texts. The ultimate aim of this study is to contribute to the dialogue for the translation of comics in Greek that is still, as it arises from the Greek literature, at an initial stage, and briefly in the discussion about the intercultural transfer of multimodal texts in general, to the extent that these multiply dramatically in new multimedia.

The aim of this dissertation is to present the minority language of Pomak spoken by approximately 30,000 people according to the latest national census (ELSTAT 2011) in the geographic region of Thrace and predominantly in the prefecture of Xanthi, through authentic audio recordings and to conduct a linguistic analysis based on the recorded data with particular emphasis on morphophonological and lexicosyntactic aspects. It attempts to delve into this marginally studied minority language and analyze the subtleties, complexities and some dialectal differences and similarities while providing native speaker insight and intuitions about phonological, morphological, lexical, and syntactical phenomena that appear in the recordings.

This thesis presents a corpus-based investigation on two English future tenses. These are presented in five English language textbooks used by foreign language schools in Greece. The aims were to explore the use of Future will and be going to in EFL textbooks by means of a corpus-based research. In particular, a comparative study was conducted between a corpus designed by the researcher and the British National Corpus in order to investigate whether there are any differences between textbooks used in foreign language schools and naturally occurring language. The present study made use of the literature on various grammar and stylistic items used in EFL (English as a Foreign Language) or ESL (English as Second Language) textbook language opposed to authentic interactions, such as ways of expressing quantification and frequency (Kennedy, 1987), doubt and certainty (Holmes, 1988), future time (Mindt, 1992), discourse markers (Gilmore, 2004; Sadeghi, 2012; Khojastehrad, 2012; Mikkola, 2008), collocations (Molavi et al. 2014), the if—clauses (Romer, 2004), the phraseological patterns of make and take (Gouverneur, 2008), and frequency of occurrence of prepositions and their co-occurrence with other parts of speech (Mukundan, 2009). An attempt was made to partly explain the differences witnessed between the two major corpora as well as provide pedagogical implications that relate to the L2 teaching and learning. The results can guide teachers in deciding how best to supplement the text with activities that will give learners exposure to the target grammar item that is not sufficiently presented in the textbook.

The research presented in this thesis was carried out at the 3rd Model Experimental School of Evosmos in Thessaloniki. Exploring the contribution of memory to vocabulary development, the constructs of short-term memory (STM) and working memory (WM) are related to vocabulary in both the L1 and L2 domains. The main hypothesis of the thesis is that memory constructs are related to both L1 and L2 vocabulary development. The assessment of memory constructs was achieved through the Working Memory Test Battery for children (Pickering and Gathercole, 2001). Moreover, vocabulary in the L1 was assessed through a Word Finding Vocabulary Test (Vogindroukas et. al, 2008). As regards L2 vocabulary, both a receptive and a productive vocabulary test were given to children. Based on the above, the study investigated three research questions. The first one explores the contribution of memory to vocabulary development. The second research question wishes to determine the relation between short-term memory and L1 vocabulary development. Finally, the last question explores the contribution of WM to vocabulary development in the L2 domain. The findings shed more light to the complex relations between memory and vocabulary. In more detail, it was found that STM is not related to L1 vocabulary. Nevertheless, STM is related to receptive vocabulary in the L2. In addition, L2 productive vocabulary was marginally related to WM. The pedagogical implications of the findings together with suggestions for future research are discussed.