Greek Language

Supplemental material, Daskalaki_et_al._Appendix_(1)_(1) for Input effects across domains: The case of Greek subjects in child heritage language by Evangelia Daskalaki, Vasiliki Chondrogianni, Elma Blom, Froso Argyri and Johanne Paradis in Second Language Research

The aim of this article is to discuss a change in the expression of perfective aspect in Griko. According to Rohlfs (1977), this variety of Italo-Greek only possesses a synthetic past perfective form, thus failing to mark a distinction between the past punctual and present perfect values of the perfective. And yet, some changes in the expression of this macrocategory were al-ready taking place at the time of Rohlfs when an originally resultative peri-phrastic form was beginning to be used beyond its original limits. By taking into account a wider array of sources, including both early and contempo-rary written attestations, as well as data collected with native speakers, we show how the regrammaticalization of this analytic construction, from resulta-tive to present perfect marker, was already under way in the late nineteenth century and is now completed for some speakers. The article concludes with a number of reflections about the role played by contact in these develop-ments.

The Ionians (plural: Ἴωνες, ἼΩΝΕΣ, singular Ἴων, ἼΩΝ) were one of the four major tribes into during the ancient Hellenic period; the other three being the Dorians, Aeolians, and Achaeans. The Ionian dialect was one of the three major linguistic divisions of the Hellenic world, together with the Dorian and Aeolian dialects.
The word  Ἴωνες, ἼΩΝΕΣ is a 5–letter word, which represents the 5 independent1 Places of articulation (in Hebrew defined as the palatal, lips, tongue, guttural and the teeth). The composition “Iones” may have been documented as a primary word ἼΩΝΕΣ for the introduction of the alphabet.

The two main topics of the paper are VP focus projection and the integration of adjuncts in VPs. First, a few conceptual and empirical questions are raised to Hornstein’s (2009) account of VP focus projection which is based on the “pure Concatenate/dangling off&r

First Corinthians 12 mentions spirit most frequently in this letter, both spirit and spiritual. One traditional majority interpretation, which takes τῶν πνευματικῶν in 12:1 as spiritual things or synonyms of χαρισμάτων, makes the logic of 1 Cor 12:1-3 and the rest of this chapter challenging to connect. In this paper, I argue that τῶν πνευματικῶν should be translated as "Concerning the spiritual community." Paul intends to use spirit language to counter their former idol-worshipping and magical practice experience. First Corinthians 12:1-3 states this rhetorical purpose of social identity formation. Through the linguistic analysis of the semantic meanings of the spirit in 12:4-13, Paul defines the spirit they have experienced in Christ as a unique and decisive person who grants us gifts for His purpose. The spirit is diametrically opposite to their understanding of spirit/spirits in their former magical practice. As a result, the first audience may be able to differentiate their social identity as a spiritual community radically different from magical spirit/s communities in their surrounding cultural context.

There are several analytical Greek Bibles being made available every day.  These, of course, have better editorial staffs, and contain fewer if any errors, than our work.  We are not sure which are available to all for free.  We support anything that will help you grow in Greek fluency and proficiency.  We thought that Zondervan also had such an offering: but, we cannot find it.  There may be others of equal or greater value as well… whatever helps you grow.

This Festschrift honors the life and work of Peter J. Gentry on the occasion of his retirement (2021) from The Southern Baptist Theological Seminary after 22 years of faithful service. The volume includes two personal reflections by family members and a close friend, followed by nineteen essays written by an international assemblage of scholars, all of whom admire the work of Gentry, and some of whom were his own doctoral students. These essays cover several of the academic fields with which Peter Gentry’s own research and writing intersect: biblical languages and linguistics, and the translation, transmission, and reception of the sacred texts of Judaism and Christianity.

par Jean-Claude HAELEWYCK, dans PINCHARD L. et HAELEWYCK J.-C. (éd.), Traditions et Traductions des textes bibliques. Études de critique textuelle et d’exégèse en l’honneur de Prof. Christian-Bernard Amphoux à l’occasion de son 80e anniversaire (Langues et cultures anciennes, 35), Bruxelles, 2023.

==The author edits the Old Latin text of the ancient Gallican series of the song of Habakkuk. The pageantry gives all the lessons of the other series (Roman, Irish, Milanese and Mozarabic). Everything is accompanied by a textual commentary.
=Keywords: old Latin, Habakkuk song

==L'auteur édite le texte vieux latin de la série gallicane ancienne du cantique d’Habacuc. L’apparat donne toutes les leçons des autres séries (romaine, irlandaise, milanaises et mozarabes). Le tout est accompagné d’un commentaire textuel.
=Mots-clés : vieux latin, cantique Habacuc
-------------------------------------------------
Table of contents and details:
https://www.safran.be/en/proddetail.php?prod=LCA35

Détails et résumé sur :
https://www.safran.be/proddetail.php?prod=LCA35

Available for pre-order at:

https://www.amazon.com/Inspiration-Greek-New-Testament-Readings/dp/1496485890/ref=sr_1_1?crid=19L2GXFKWZYOW&keywords=inspiration+from+the+greek+new+testament&qid=1698066213&sprefix=inspiration+from+the+greek+new+testament%2Caps%2C72&sr=8-1

The purpose of the paper is to explore the aspect system in Thali, a language spoken in Thal region, including district Layya, Bhakar and neighboring areas of Jhang, in Punjab province by a large number of people. This research paper presents comparisons and contrasts between Thali aspect system and English aspect system. There are only two aspects in Thali, namely, perfect and progressive. Perfect aspect can be categorized into past perfect and present perfect in terms of time dimensions. Similarly, progressive aspect is also categorized into past progressive and present progressive from time dimensions. All types of aspects in Thali are morphologically marked but aspect system in English is different by using morphological marking as well as several complex constructions like have + past participle, be + present participle, and have + been + present participle for perfect, progressive and perfect progressive, respectively. Thali has only four structures for aspect whereas English ...

Il coro delle Eumenidi costituisce l’esempio più eclatante di un forte e inequivocabile impatto emotivo della performance corale sul pubblico. La rappresentazione ripugnante delle Erinni crea una disposizione emozionale dell’audience al disgusto e alla paura, che costituiscono i sentimenti dominanti ad ogni loro apparizione sulla scena, distintamente percepibili sia dall’aspetto testuale, ritmico e coreutico dei canti corali, sia dalle reazioni sgomente degli altri personaggi. Il coro delle Erinni costituisce, per quasi tutta la tragedia, la morale collettiva arcaica da condannare e rifiutare in nome di un nuovo corso della giustizia. Tuttavia,
proprio in virtù di questa funzione paideutica dell’elemento corale, era strettamente necessario allo svolgimento della trama che l’identità collettiva accettasse la proposta dalla dea Atena e che le Furie si tramutassero in Eumenidi. In tal modo una nuova collettività, rappresentante paradigmatica delle istanze del singolo, può sostituirsi
a quella precedente e assumere di nuovo il ruolo di modello che le spetta,
facendosi garante del moderno tribunale per i delitti di sangue. La collettività della polis può dunque tornare a specchiarsi e a identificarsi nella collettività corale, ora in armonia con i valori cittadini.

Το λεξιλόγιο αποτελεί βασική μονάδα της γλωσσικής επικοινωνίας. Η επικοινωνιακή ικανότητά μας βασίζεται σε μεγάλο βαθμό στην ικανότητά μας να χρησιμοποιούμε αποτελεσματικά το λεξιλόγιο της γλώσσας. Στο βιβλίο αυτό επιχειρούνται η ανάλυση και η διδακτική προσέγγιση λεξιλογικών ζητημάτων της ελληνικής γλώσσας υπό το πρίσμα διάφορων θεωρητικών πλαισίων, όπως η Θεωρία της Εννοιακής Μεταφοράς και η Θεωρία των Προτύπων αλλά και υπό το πρίσμα θεωριών μάθησης και διαχείρισης του λεξιλογίου στη σχολική τάξη. Ειδικότερα, αναλύονται θέματα λεξιλογίου της ελληνικής γλώσσας - πολυσημία, μεταφορά, μετωνυμία, ακαδημαϊκό λεξιλόγιο, παραγωγή και σύνθεση, συνωνυμία-, και παράλληλα προτείνονται εφαρμογές σχετικές με το λεξιλογικό φαινόμενο. Οι εφαρμογές αποσκοπούν στην καλλιέργεια της επίγνωσης των μαθητών και μαθητριών για τους μηχανισμούς παραγωγής λεξιλογίου στη γλώσσα. Το βιβλίο απευθύνεται σε φοιτητές και φοιτήτριες, σε εκπαιδευτικούς  αλλά και σε ερευνητές που ενδιαφέρονται και μελετούν το λεξιλόγιο της Ελληνικής γλώσσας.

The article synthetically presents positive aspects of apophaticism. It discusses its apologetic role, its importance in defending against magical thinking, its focus on experience, its openness to pluralism, and its inspirational role for a variety of disciplines in delimiting their cognitive boundaries. Some of the most important conclusions are: a) apophaticism played an important role in the early days of Christianity in polemics against both pagan cults and magical tendencies; b) already in ancient Greece apophaticism influenced the search not only for symbolic interpretations of Homer's poems but also for religious experience; c) the limits of cognition discovered by theology are becoming a contemporary experience of other sciences (mathematics, physics).

The present study covers an attempt to read and understand the messages engraved in Linear A in two archaeological findings from the Middle Bronze Age.
1. The gold pin nr. 9675 of the Archaeological Museum of Agios Nikolaos in Crete.
2. The gold ring from the Mavros Spilios Necropolis in Knossos, room V, display case nr. 52 of the Archaeological Museum of Heraklion.

The purpose of this paper is to analyse φέρ’ ἴδω, a metadirective expression
typically used to introduce a question. This expression is frequently mentioned in the specific literature but has not yet been studied despite being documented from the classical to the medieval period. Its first occurrences are in Old Comedy, where it is followed by an independent question that opens a new exchange. Later, it tends to be substituted by a variant with a first person plural ἴδωμεν in expository texts, while the following question syntactically depends on it and introduces a new topic. Our task will be to describe its main characteristics, to determine which of them mark it out as a semantic unit, and to trace down its development. In
order to accomplish these objectives, the notions of Construction from a cognitive perspective and of Discourse Tradition will be introduced to the study of this type of expression in Ancient Greek.

Στην παρούσα εργασία αναλύεται και ερευνάται το θέμα της επιρροής της τέχνης και ειδικότερα της μουσικής στην εκμάθηση της ελληνικής γλώσσας. Στο θεωρητικό μέρος της εργασίας γίνεται μια συνοπτική παρουσίαση της σχέσης μεταξύ της μουσικής και της γλωσσικής ικανότητας, καθώς και των ποικίλων ωφελειών των μουσικών εκπαιδευτικών δραστηριοτήτων στην εκπαιδευτική διαδικασία. Συγκεκριμενοποιώντας, ελέγχεται η πορεία της διδασκαλίας μιας ξένης γλώσσας με τη συνδρομή του τραγουδιού, της μελοποιημένης ποίησης και διαδικασιών που εμπεριέχουν μουσικά ερεθίσματα γενικότερα. Η εργασία επικεντρώνεται στη διδασκαλία της ελληνικής ως δεύτερης/ ξένης γλώσσας με τη βοήθεια της μουσικής, σε μαθητές πρωτοβάθμιας εκπαίδευσης με μειονοτικό γλωσσικό προφίλ , πρόσφυγες και μετανάστες. Το ερευνητικό μέρος της εργασίας περιλαμβάνει ποσοτικά και ποιοτικά δεδομένα που εξήχθησαν μετά από προσωπική συνέντευξη με ερωτηματολόγιο, που απευθύνονταν σε εκπαιδευτικούς πρωτοβάθμιας εκπαίδευσης, και σταθμίστηκαν με τις κυριότερες μεταβλητές που επηρεάζουν την εκπαιδευτική διαδικασία, οι οποίες επίσης ελέγχθηκαν μέσω του ερωτηματολογίου. Τα συμπεράσματα της έρευνας επιβεβαίωσαν τις αρχικές υποθέσεις της εργασίας, οι οποίες είχαν αντληθεί από την βιβλιογραφική έρευνα, που αφορούσαν την θετική επίδραση της χρήσης της μουσικής στη γλωσσική διδακτική διαδικασία.

This paper analyzes and investigates the influence of art, and especially the influence of music on the learning of the Greek language. The theoretical part of the paper is a brief presentation of the relationship between music and linguistic competence, as well as the various benefits of musical educational activities in the educational process. Specifically, the paper inspects the act of teaching a foreign language with the help of singing, melodious poetry and procedures involving musical stimuli in general. This work focuses on the teaching of Greek as a second / foreign language with the help of music,to primary school pupils that are refugees, immigrants or belong to a national minority group. The research part of the thesis includes quantitative and qualitative data extracted after a personal interview with a questionnaire addressed to primary school teachers and weighed against the main variables affecting the educational process, which were also checked through the questionnaire. The initial hypotheses on the positive impact that music has on the language teaching process were confirmed by the findings of the research.

Ὁ ἄνθρωπος ἔχει πλασθεῖ «κατ’ εἰκόνα καὶ καθ’ ὁμοίωσιν» (Γεν. 1,26) τοῦ Θεοῦ. Ἡ ἀνθρώπινη ζωή εἶναι ἱερή, ἀφοῦ ὁ ἄνθρωπος δέν δημιουργήθηκε μέ ἕνα λόγο τοῦ Θεοῦ ἀλλά τόν ἔπλασε μέ τά «χέρια» Του, δείχνοντας ἔτσι τήν ἰδιαίτερη ἐπιμέλεια καί φροντίδα Του γιά ἐκεῖνον πού θά ἦταν ἡ κορωνίδα τῆς δημιουργίας Του, «Καὶ ἔπλασεν ὁ Θεὸς τὸν ἄνθρωπον, χοῦν ἀπό τῆς γῆς, καὶ ἐνεφύσησεν εἰς τὸ πρόσωπον αὐτοῦ πνοὴν ζωῆς, καὶ ἐγένετο ὁ ἄνθρωπος εἰς ψυχὴν ζῶσαν» (Γεν. 2:7). Μέσα ἀπό τήν τεκνογονία ὁ ἄνθρωπος γίνεται συνδημιουργός τοῦ Θεοῦ. Κατά τήν χριστιανική θεολογία ἡ ἀνθρώπινη ζωή ἀρχίζει ἀπό τήν στιγμή τῆς σύλληψής του, «ἔξ ἄκρας συλλήψεως». Αὐτό καθιστᾷ τήν ὁποιαδήποτε διακοπή ἐγκυμοσύνης ὡς φόνο. Σήμερα, ἡ ἄμβλωση δικαιολογεῖται κεκαλυμμένα ἀπό τόν μανδύα τῆς ἀνάπτυξης τῆς εὐγονίας, δηλαδή τήν προσπάθεια τῆς ἐπιστήμης νά κατορθώσει τόν ἐξευγενισμό τοῦ ἀνθρώπινου γένους βασισμένη στούς διάφορους νόμους τῆς βιολογίας ἀλλά καί τῆς κληρονομικότητας. Ἀποτελεῖ ἡ ἔκτρωση σχετιζόμενη μέ τήν εὐγονία πραγματική πρόοδο ἤ ὀπισθοδρόμηση τῆς ἀνθρωπότητας; Ποιοί κίνδυνοι ἐλλοχεύουν; Ποιά θέση ἔχει ἡ Ὁρθόδοξη Ἐκκλησία σέ τέτοια ζητήματα βιοηθικῆς;

Il lavoro che presentiamo è frutto di un percorso durato circa due mesi in cui si è voluto sperimentare in una classe di scuola primaria l'efficacia dell'Unità Differenziata e Stratificata come modello per gestire la Classe ad Abilità Differenziate (CAD) in cui affrontare un lavoro specifico sull'arricchimento del lessico in L2 e in LM. Il contesto classe, formato da un terzo di alunni stranieri, ben si prestava a questo tipo di sperimentazione. Si è voluto raccogliere dati e condurre delle riflessioni per verificare, in effetti, quali fossero le difficoltà di comprensione dei testi da parte degli alunni di una classe seconda di scuola primaria, alunni che proprio in seconda sono anche interessati dalla prova di rilevazione nazionale INVALSI su questo tipo di abilità linguistica. Si è cercato di promuovere attività che andassero a rendere stabile e duraturo l'apprendimento di nuovo lessico, a partire proprio dalle incomprensioni rilevate durante la lettura dei testi proposti.

In the first chapter I yet wrote, that I think, that I found the proof of the character of the Minoan language similar to the ti-ri-po-de of Ventris. Yet the so-called clay tablet with Minoan vessel-names were interpreted as Semitic words, belonging to the Semitic language familiy. But I found another inscription, that confirms this theory.

Θα αναφερθώ σε έναν τρόπο αντίληψης του χρόνου που δεν διαμορφώνεται από μια σειριακή ακολουθία διαδοχής και τακτοποίησης γεγονότων. Αντίθετα, επιχειρεί να αναζητήσει συσχετισμούς, αναλογίες, ανατροπές. Συσχετισμοί που ανοίγουν το συνειρμικό πεδίο σκέψης και εμπλουτίζουν τη φύση του βασικού γενεσιουργού, κινητήριου στοιχείου της δημιουργικής διαδικασίας, δηλαδή την έννοια της Ιδέας. 

Στη συνέχεια θα επικεντρώσω σε μια συνοπτική καταγραφή διαφορετικών εκφάνσεων της έννοιας αυτής,  μέσω ενδεικτικών παραδειγμάτων στο λόγο ορισμένων δημιουργών και δασκάλων.

Παρότι φαίνεται να μεταβάλλεται η θεώρηση της στον ιστορικό χρόνο, ανάλογα με το εκάστοτε φιλοσοφικό και πολιτισμικό αξιακό σύστημα μέσα στο οποίο διαμορφώνεται, σκέφτεται και πράττει το  δημιουργικό υποκείμενο, εντοπίζω ένα νήμα σκέψης, ένα ίχνος κοινών αναφορών, μία γραμμή συνέχειας (αλλά και ανατροπής), που κατά κάποιο τρόπο ενώνει τα σημεία μιας ανοιχτής ακολουθίας, σε μια διαρκή αντιστικτική σχέση ανάμεσα στο παρελθόν, το παρόν, το μέλλον.

It Nella prospettiva di un rinnovamento della didattica della lingua latina, il contributo si propone di esaminare, attraverso un'esperienza sul campo, il metodo induttivo elaborato dal latinista danese H. H. Orberg, introdotto in Italia da L. Miraglia. Dalla personale esperienza di insegnamento emerge che il metodo preso in esame, pur presentando alcuni punti di debolezza, risulta non solo valida alternativa al metodo grammaticale-traduttivo, ma agisce maggiormente sul piano della significativita. In questa prospettiva si rivelano di grande interesse gli studi sul millennio latino, cioe sul latino come Weltsprache che ha dominato la cultura europea per tutto il medioevo e l'eta moderna sino alle soglie dell'eta contemporanea. En In prospect of a renewal of teaching in Latin, this essay intends to analyze, by a fieldwork, the inductive method realized by the Danish latinist H. H. Orberg, introduced in Italy by L. Miraglia. From this personal teaching experience emerges t...

That the Minoan language could be a Semitic language was often proclaimed, so by Cyrus H. Gorddon. In the Linear A-texts, we find often the part KU-LO, which means sum total. The word is probably connected with Sem. kull*-all, whole, every, hebr. kol, aram. kol, kul, arab. kull, akk. kalum. PO-TO-KU-RO in Linear A means sum total. Here we find Aram. pwty, puttay, puttaya-extension. Now I want to turn my attentiion to the Eteocretan inscription Praisos 2., where we find important traces.

The article discusses the meaning and function of Lycian -ti in the light of Greek sources. It argues that the element which most often appears in the so-called "building formulae" of the Lycian tomb inscriptions is not to be interpreted as an relative pronoun, but as a reflexive particle.