Aristotle University of Thessaloniki: Prothiki/ Βιβλιοθήκη ΑΠΘ - Προθήκη
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Notes on George Pachymeres' compendium of Aristotle's De motu animalium
No full textIn this paper I presented some representative passages of Pachymeres' exegetic account of Aristotle's Mot. An. in the as yet unedited eighth book (entitled περὶ αἰσθήσεως καὶ αἰσθητῶν) of his compendium of Aristotelian philosophy, the so-called Philosophia. I briefly presented the concept and structure of Pachymeres' Philosophia and, since the eighth book on which I focused is unedited, I offered the framework of this book, before continuing with the representative passages from his account of Aristotle's Mot. An. For the Pachymerian text I quoted from the Codex Hamilton 512, which is an autographon written by George Pachymeres
Aristotle’s Rhetoric and Semiotics
No full textIf we want to get into the question of the boundaries between the semiotics and the rhetoric and conclude what the relationship is between the two, we would first seek to define the boundaries of the semiotics. Semiotics is a field that refers to the study and analysis of point systems, as well as the relationships between them. Rhetoric, according to Aristotle, is the art of finding for each issue the arguments that can be made credible by the audience. Rhetoric looks for arguments that can be convincing, and they are either real or seem convincing. Arguments are based on evidence, some of which are probable and can be challenged and others are mandatory and are called presumptions because they lead to reasoning that cannot be reconstructed. Therefore, an analysis of texts and signs as rhetorical structures would be very interesting, because semiotics adopt and adapt the Aristotelian rhetorical categorization, having as a common axis the orientation of persuasion, which is considered a technique of reasonable human interaction
Greek L1 attrition in Germany: Evidence from elicited narratives corpora
No full textPrevious research has highlighted lexical, morphological, syntactic, and discourse-level differences between L1 attriters and control groups (e.g. Kaltsa et al., 2015; Pavlenko, 2003; Schmid Jarvis 2014; Sorace, 2011; Tsimpli et al., 2004). This study examines potential indicators of first language (L1) attrition in oral L1 Greek produced by Greek residents in Germany. The experimental group consisted of 66 adult Greeks who had lived in Germany 16.23 years on average and had left Greece after the age of 17. We also included a control group of 31 adult Greeks living in Greece.All participants were asked to complete a re-telling task and those in the experimental group also answered questions about their life in Germany. The recorded narratives were transcribed, normalized, and analyzed quantitatively and qualitatively. We discuss our findings with respect to possible attrition in lexis, aspect, syntax and discourse phenomena
Effect of prosodic position on the articulatory and acoustic properties of domain-final /r/
No full textOur previous work on the Greek rhotic in several positions has shown that it is typically articulated with a single constriction of short duration and a vocoid. In this study, we examine the rhotic in a new position, i.e. domain-final singleton /r/ in three prosodic positions (utterance-final, phrase-final, phrase-medial). Analyses included articulatory examination of the place and degree of constriction of the rhotic, variability due to context, acoustic duration of the constriction and vocoid phases, F1, F2 formants of the nuclear vowel and the vocoid, and classification of the constriction and vocoid on the basis of acoustic and articulatory characteristics observed in their production. A single constriction was found in the majority of tokens followed by a vocoid in all prosodic positions, typically with longer duration than the constriction. The formant structure at the vocoid mid-point was more centralised than that of the nuclear vowel. Prosodic position affected several acoustic and articulatory parameters of the constriction and the vocoid. Results are discussed in relation to accounts of articulatory weakening vs. strengthening at the edges of different prosodic domains
Delving into the use of L2 vocabulary learning strategies by Greek ESP university students and the role of self-esteem
No full textStrategic competence and affective factors have recently been empirically considered to be the key determinants of successful autonomous learning in the SLA field. This study investigated the self-reported use of L2 vocabulary learning strategies among 297 Greek university ESP students based on gender and level of vocabulary knowledge to determine the extent to which their self-described degree of self-esteem affected their strategic competence in learning technical vocabulary in English. The pedagogical implications of the study indicate a need for the adoption of individualized strategy training programs accompanied by a social-emotional teaching approach
Effects of type of bilingualism on the acquisition of Greek and German voiced stops
No full textAge of onset of bilingualism (AoO) has been reported to predict the mastery and interdependence of the bilingual phonetic systems. This study measured the VOT duration of Greek and German voiced stops produced by monolingual and bilingual children. All participants were children between 8-12 years old. Our findings revealed bidirectional interference in simultaneous and early sequential bilingual data (AoO: 3 to 4 y.o.). Simultaneous bilinguals had distinct categories for voiced stops while sequential bilinguals showed stronger interference from Greek and a merged velar category. Our results suggest AoO and place of articulation effects on bilingual acquisition of voiced stops
Translating humour in literary texts for children: The adventures of humour in The Adventures of Pinocchio
No full textOver the last decades, several research examining translation strategies and the occasionally arbitrary interventions in children’s literature have demonstrated that the main parameters affecting the target text are the prevailing ideology and conceptions of the target civilisation, and the translator’s ideology. Among the challenging elements for the translator to handle is the depiction of humorous settings, due to the idiosyncratic use and function of humour across different cultural systems. The present paper seeks to bring to light the reasons behind amending interventions and adaptations during the translation process. It focuses on the way the humorous instances of the classic and much-translated children’s book The Adventures of Pinocchio by Carlo Collodi have been handled in 12 translated versions into Greek, from its first translation until the most recent ones. It has been shown that translation strategies are determined mainly by the translator’s ideology and secondarily by extratextual factors
To μάθημα των Θρησκευτικών υπό το πρίσμα των αποφάσεων 1749-1750/2019 (Ολομ.) του Συμβουλίου της Επικρατείας. Παιδαγωγική προσέγγιση
No full textΗ παρούσα εισήγηση επιχειρεί να σκιαγραφήσει τις υπ’ αριθμ. 1749-1750/2019 αποφάσεις Ολομ. ΣτΕ με την οποίες κρίθηκε ότι το νέο Πρόγραμμα Σπουδών του μαθήματος των Θρησκευτικών (2017) αντιβαίνει προς το Σύνταγμα και την Ευρωπαϊκή Σύμβαση Δικαιωμάτων του Ανθρώπου (ΕΣΔΑ). Ειδικότερα, το δικαστήριο διέγνωσε ότι η εισαγωγή στοιχείων θρησκειολογίας στο σχετικό μάθημα είναι ασυμβίβαστη με τον χαρακτήρα της θρησκευτικής εκπαίδευσης, όπως αυτός διαμορφώνεται νομικά στην εγχώρια δικαιοταξία και ειδικότερα στο άρθρο 16 § 2 του Συντάγματος εκ του οποίου συνάγεται υποχρέωση της Πολιτείας να οργανώνει και παρέχει στους χριστιανούς ορθόδοξους μαθητές τη διδασκαλία μαθήματος με καθαρά ομολογιακό περιεχόμενο ορθοδόξου χριστιανικού χαρακτήρα και εφόσον τούτο παρέχεται επαρκώς από πλευράς ωρών τότε μπορούν να προστίθενται - ως διακεκριμένο τμήμα της διδακτικής ύλης - και θρησκειολογικά στοιχεία. Παρουσιάζονται εν συντομία ο νομικός συλλογισμός που διέλαβε η κρατήσασα κρίση του ΣτΕ, ο προσανατολισμός που λαμβάνει το ΜτΘ στα ήδη εκδοθέντα νέα Προγράμματα Σπουδών (2021) και το νέο πλαίσιο απαλλαγών που καθιέρωσε για τους μη ορθοδόξους μαθητές το ΥΠΑΙΘ λαμβάνοντας υπόψη του τις σχετικές παρατηρήσεις του ανωτάτου δικαστηρίου. Τέλος, επιχειρείται μια παιδαγωγική προσέγγιση στο ζήτημα του περιεχομένου του ΜτΘ, υπό τη νομική και θεολογική του θεώρηση και επισημαίνονται οι παιδαγωγικές και μεθοδολογικές αδυναμίες που παρουσίασε η εφαρμογή των παλαιών, ήδη ακυρωθέντων, ΑΠΣ (2016/2017)
