Članek oriše jezikovno in socialno-kulturno zgodovino Kapadokije in Kapadočanov od časov Hetitskega kraljestva v pozni bronasti dobi do izmenjave prebivalstva med Grčijo in Turčijo v letih 1923‒1924. ...Po izmenjavi prebivalstva so bili Kapadočani diskriminirani zaradi svojega videza, še prav posebej pa zaradi jezika, kar je povzročilo, da so bili vse manj naklonjeni prenašanju jezika na otroke in vnuke. V osemdesetih letih 20. stoletja je pravladalo prepričanje, da je kapadoščina izumrla, vse dokler nista Mark Janse in Dimitris Papazachariou odkrila, da se v Grčiji še vedno do določene mere govori eno od kapadoških narečij. Ko je akademska skupnost prepoznala kapadoščino kot še vedno živ jezik, je to pripeljalo do spremembe negativnega odnosa, ki so ga do materinščine gojili Kapadočani sami. Zgodba o kapadoščini je tako še eno pričevanje o socialno-kulturni vlogi akademskega dela na področju humanistike.
Kapadoška grščina Mark Janse; Jerneja Kavčič
Keria: Studia Latina et Graeca,
11/2020, Letnik:
22, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Članek oriše jezikovno in socialno-kulturno zgodovino Kapadokije in Kapadočanov od časov Hetitskega kraljestva v pozni bronasti dobi do izmenjave prebivalstva med Grčijo in Turčijo v letih 1923‒1924. ...Po izmenjavi prebivalstva so bili Kapadočani diskriminirani zaradi svojega videza, še prav posebej pa zaradi jezika, kar je povzročilo, da so bili vse manj naklonjeni prenašanju jezika na otroke in vnuke. V osemdesetih letih 20. stoletja je pravladalo prepričanje, da je kapadoščina izumrla, vse dokler nista Mark Janse in Dimitris Papazachariou odkrila, da se v Grčiji še vedno do določene mere govori eno od kapadoških narečij. Ko je akademska skupnost prepoznala kapadoščino kot še vedno živ jezik, je to pripeljalo do spremembe negativnega odnosa, ki so ga do materinščine gojili Kapadočani sami. Zgodba o kapadoščini je tako še eno pričevanje o socialno-kulturni vlogi akademskega dela na področju humanistike.
Teaching Modern Greek to Classicists Jerneja Kavčič; Brian Daniel Joseph; Christopher Brown
Deleted Journal,
12/2020, Letnik:
22, Številka:
2
Journal Article
Recenzirano
Odprti dostop
The ideology of decline is a part of the history of the study and characterization of the Greek language from the Hellenistic period and the Roman Atticist movement right up to the emergence of ...katharevousa in the 19th century and the resulting modern diglossia. It is also clear, however, that there is an overwhelming presence of Ancient Greek vocabulary and forms in the modern language. Our position is that the recognition of such phenomena can provide a tool for introducing classicists to the modern language, a view that has various intellectual predecessors (e.g., Albert Thumb, Nicholas Bachtin, George Thomson, and Robert Browning). We thus propose a model for the teaching of Modern Greek to classicists that starts with words that we refer to as carry-overs. These are words that can be used in the modern language without requiring any explanation of pronunciation rules concerning Modern Greek spelling or of differences in meaning in comparison to their ancient predecessors (e.g., κακός ‘bad’, μικρός ‘small’, νέος ‘new’, μέλι ‘honey’, πίνετε ‘you drink’). Our data show that a beginners’ textbook of Ancient Greek may contain as many as a few hundred carry-over words, their exact number depending on the variety of the Erasmian pronunciation that is adopted in the teaching practice. However, the teaching of Modern Greek to classicists should also take into account lexical phenomena such as Ancient-Modern Greek false friends, as well as Modern Greek words that correspond to their ancient Greek predecessors only in terms of their written forms and meanings.
Teaching Modern Greek to Classicists Kavčič, Jerneja; Joseph, Brian Daniel; Brown, Christopher
Keria (Ljubljana.),
12/2020, Letnik:
22, Številka:
2
Journal Article
Recenzirano
Odprti dostop
The ideology of decline is a part of the history of the study and characterization of the Greek language from the Hellenistic period and the Roman Atticist movement right up to the emergence of ...katharevousa in the 19th century and the resulting modern diglossia. It is also clear, however, that there is an overwhelming presence of Ancient Greek vocabulary and forms in the modern language. Our position is that the recognition of such phenomena can provide a tool for introducing classicists to the modern language, a view that has various intellectual predecessors (e.g., Albert Thumb, Nicholas Bachtin, George Thomson, and Robert Browning). We thus propose a model for the teaching of Modern Greek to classicists that starts with words that we refer to as carry-overs. These are words that can be used in the modern language without requiring any explanation of pronunciation rules concerning Modern Greek spelling or of differences in meaning in comparison to their ancient predecessors (e.g., κακός ‘bad’, μικρός ‘small’, νέος ‘new’, μέλι ‘honey’, πίνετε ‘you drink’). Our data show that a beginners’ textbook of Ancient Greek may contain as many as a few hundred carry-over words, their exact number depending on the variety of the Erasmian pronunciation that is adopted in the teaching practice. However, the teaching of Modern Greek to classicists should also take into account lexical phenomena such as Ancient-Modern Greek false friends, as well as Modern Greek words that correspond to their ancient Greek predecessors only in terms of their written forms and meanings.
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