This lesson explores the Greek interrogative adverb πώς (pós), meaning “how” - a fundamental question word that opens doors to understanding manner, method, and means. For autodidact students, mastering πώς is essential for asking about processes, expressing surprise or admiration, and understanding explanations in Greek discourse.
Course Index: https://latinum.substack.com/p/index
FAQ: What does “how” mean in Modern Greek? The interrogative adverb πώς (pós) means “how” and is used to ask questions about manner, method, or means. It carries a stress mark (΄) when used interrogatively, but appears without stress (πως) when used as a conjunction meaning “that” in indirect statements. Πώς can also express exclamation, surprise, or admiration in rhetorical questions.
Throughout these 15 examples, you’ll encounter πώς in various contexts: direct questions asking about methods and processes, indirect questions embedded in larger sentences, exclamatory uses expressing wonder or disbelief, and conditional constructions. The examples progress from simple interrogative sentences to complex literary and philosophical applications, demonstrating how this versatile adverb shapes Greek inquiry and expression across different registers.
Key Takeaways: -
Πώς (pós) with stress = interrogative “how” -
Πως (pos) without stress = conjunction “that” (in indirect speech) -
Used for questions of manner, method, and means -
Can express exclamation, surprise, or admiration -
Essential for forming indirect questions and explanations
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
Modern Greek uses the Greek alphabet with 24 letters. The accent system was simplified in 1982 - only one accent mark (΄) is now used, placed over the stressed vowel. The distinction between πώς (interrogative) and πως (conjunction) is marked by this stress accent. Greek is written left-to-right and retains ancient grammatical features including three genders (masculine, feminine, neuter) and four cases (nominative, genitive, accusative, vocative).
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
59.1a Πώς (Pós) how σε (se) you-ACC λένε; (léne) they-call
59.1b Pós (pós) how se (se) you-ACC léne (léne) they-call
59.2a Πώς (Pós) how πάει (páei) goes η (i) the-NOM.F δουλειά (duliá) work σου; (su) your
59.2b Pós (pós) how páei (páei) goes i (i) the-NOM.F duliá (duliá) work su (su) your
59.3a Δεν (Den) not ξέρω (kséro) I-know πώς (pós) how να (na) to το (to) it-ACC κάνω (káno) I-do
59.3b Den (den) not kséro (kséro) I-know pós (pós) how na (na) to to (to) it-ACC káno (káno) I-do
59.4a Πώς (Pós) how μπορείς (borís) you-can να (na) to λες (les) you-say τέτοια (tétia) such πράγματα; (prágmata) things
59.4b Pós (pós) how borís (borís) you-can na (na) to les (les) you-say tétia (tétia) such prágmata (prágmata) things
59.5a Μου (Mu) to-me εξήγησε (eksíyise) he-explained πώς (pós) how λειτουργεί (liturjí) it-works το (to) the-NOM.N μηχάνημα (mihánima) machine
59.5b Mu (mu) to-me eksíyise (eksíyise) he-explained pós (pós) how liturjí (liturjí) it-works to (to) the-NOM.N mihánima (mihánima) machine
59.6a Πώς (Pós) how είναι (íne) is δυνατόν (dinatón) possible να (na) to ξέχασες; (kséhases) you-forgot
59.6b Pós (pós) how íne (íne) is dinatón (dinatón) possible na (na) to kséhases (kséhases) you-forgot
59.7a Ο (O) the-NOM.M δάσκαλος (dáskalos) teacher μας (mas) us-GEN έδειξε (édikse) showed πώς (pós) how να (na) to λύνουμε (línume) we-solve εξισώσεις (eksisósis) equations
59.7b O (o) the-NOM.M dáskalos (dáskalos) teacher mas (mas) us-GEN édikse (édikse) showed pós (pós) how na (na) to línume (línume) we-solve eksisósis (eksisósis) equations
59.8a Πώς (Pós) how και (ke) and δεν (den) not τον (ton) him-ACC είδες; (ídes) you-saw
59.8b Pós (pós) how ke (ke) and den (den) not ton (ton) him-ACC ídes (ídes) you-saw
59.9a Θα (Tha) will μάθω (mátho) I-learn πώς (pós) how να (na) to οδηγώ (odiγó) I-drive αυτοκίνητο (aftokínito) car
59.9b Tha (tha) will mátho (mátho) I-learn pós (pós) how na (na) to odiγó (odiγó) I-drive aftokínito (aftokínito) car
59.10a Πώς (Pós) how αισθάνεσαι (esthánese) you-feel σήμερα; (símera) today
59.10b Pós (pós) how esthánese (esthánese) you-feel símera (símera) today
59.11a Δεν (Den) not καταλαβαίνω (katalaváno) I-understand πώς (pós) how έγινε (éjine) it-happened αυτό (aftó) this
59.11b Den (den) not katalaváno (katalaváno) I-understand pós (pós) how éjine (éjine) it-happened aftó (aftó) this
59.12a Πώς (Pós) how περνάς (pernás) you-spend τον (ton) the-ACC.M ελεύθερο (eléfthero) free χρόνο (hróno) time σου; (su) your
59.12b Pós (pós) how pernás (pernás) you-spend ton (ton) the-ACC.M eléfthero (eléfthero) free hróno (hróno) time su (su) your
59.13a Με (Me) me-ACC ρώτησε (rótise) he-asked πώς (pós) how ήρθα (írtha) I-came εδώ (edó) here
59.13b Me (me) me-ACC rótise (rótise) he-asked pós (pós) how írtha (írtha) I-came edó (edó) here
59.14a Πώς (Pós) how τολμάς (tolmás) you-dare να (na) to μιλάς (milás) you-speak έτσι; (étsi) thus
59.14b Pós (pós) how tolmás (tolmás) you-dare na (na) to milás (milás) you-speak étsi (étsi) thus
59.15a Η (I) the-NOM.F μητέρα (mitéra) mother μου (mu) my ξέρει (kséri) knows πώς (pós) how να (na) to μαγειρεύει (majirévi) she-cooks υπέροχα (ipéroha) wonderfully
59.15b I (i) the-NOM.F mitéra (mitéra) mother mu (mu) my kséri (kséri) knows pós (pós) how na (na) to majirévi (majirévi) she-cooks ipéroha (ipéroha) wonderfully
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
59.1 Πώς σε λένε; Pós se léne? “What’s your name?” (lit. “How do they call you?”)
59.2 Πώς πάει η δουλειά σου; Pós páei i duliá su? “How is your work going?”
59.3 Δεν ξέρω πώς να το κάνω. Den kséro pós na to káno. “I don’t know how to do it.”
59.4 Πώς μπορείς να λες τέτοια πράγματα; Pós borís na les tétia prágmata? “How can you say such things?”
59.5 Μου εξήγησε πώς λειτουργεί το μηχάνημα. Mu eksíyise pós liturjí to mihánima. “He explained to me how the machine works.”
59.6 Πώς είναι δυνατόν να ξέχασες; Pós íne dinatón na kséhases? “How is it possible that you forgot?”
59.7 Ο δάσκαλος μας έδειξε πώς να λύνουμε εξισώσεις. O dáskalos mas édikse pós na línume eksisósis. “Our teacher showed us how to solve equations.”
59.8 Πώς και δεν τον είδες; Pós ke den ton ídes? “How come you didn’t see him?”
59.9 Θα μάθω πώς να οδηγώ αυτοκίνητο. Tha mátho pós na odiγó aftokínito. “I will learn how to drive a car.”
59.10 Πώς αισθάνεσαι σήμερα; Pós esthánese símera? “How do you feel today?”
59.11 Δεν καταλαβαίνω πώς έγινε αυτό. Den katalaváno pós éjine aftó. “I don’t understand how this happened.”
59.12 Πώς περνάς τον ελεύθερο χρόνο σου; Pós pernás ton eléfthero hróno su? “How do you spend your free time?”
59.13 Με ρώτησε πώς ήρθα εδώ. Me rótise pós írtha edó. “He asked me how I came here.”
59.14 Πώς τολμάς να μιλάς έτσι; Pós tolmás na milás étsi? “How dare you speak like that?”
59.15 Η μητέρα μου ξέρει πώς να μαγειρεύει υπέροχα. I mitéra mu kséri pós na majirévi ipéroha. “My mother knows how to cook wonderfully.”
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
59.1 Πώς σε λένε; Pós se léne?
59.2 Πώς πάει η δουλειά σου; Pós páei i duliá su?
59.3 Δεν ξέρω πώς να το κάνω. Den kséro pós na to káno.
59.4 Πώς μπορείς να λες τέτοια πράγματα; Pós borís na les tétia prágmata?
59.5 Μου εξήγησε πώς λειτουργεί το μηχάνημα. Mu eksíyise pós liturjí to mihánima.
59.6 Πώς είναι δυνατόν να ξέχασες; Pós íne dinatón na kséhases?
59.7 Ο δάσκαλος μας έδειξε πώς να λύνουμε εξισώσεις. O dáskalos mas édikse pós na línume eksisósis.
59.8 Πώς και δεν τον είδες; Pós ke den ton ídes?
59.9 Θα μάθω πώς να οδηγώ αυτοκίνητο. Tha mátho pós na odiγó aftokínito.
59.10 Πώς αισθάνεσαι σήμερα; Pós esthánese símera?
59.11 Δεν καταλαβαίνω πώς έγινε αυτό. Den katalaváno pós éjine aftó.
59.12 Πώς περνάς τον ελεύθερο χρόνο σου; Pós pernás ton eléfthero hróno su?
59.13 Με ρώτησε πώς ήρθα εδώ. Me rótise pós írtha edó.
59.14 Πώς τολμάς να μιλάς έτσι; Pós tolmás na milás étsi?
59.15 Η μητέρα μου ξέρει πώς να μαγειρεύει υπέροχα. I mitéra mu kséri pós na majirévi ipéroha.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
These are the grammar rules for πώς (how):
Πώς (pós) is an interrogative adverb asking about manner, method, or means. It introduces questions seeking information about “how” something happens, is done, or should be done.
Direct Questions: When πώς begins a sentence, it creates a direct question: -
Πώς πας στη δουλειά; (Pós pas sti duliá?) - “How do you go to work?” -
Πώς το έμαθες; (Pós to émathes?) - “How did you learn it?”
Indirect Questions: Πώς also introduces embedded questions within larger sentences: -
Δεν ξέρω πώς το κάνω (Den kséro pós to káno) - “I don’t know how I do it” -
Με ρώτησε πώς πήγα (Me rótise pós píγa) - “He asked me how I went”
This is a critical distinction in Modern Greek:
Πώς (with stress, pós) = interrogative adverb “how” -
Used in questions (direct or indirect) -
Always pronounced with stress on the vowel -
Asks about manner, method, or means
Πως (without stress, pos) = conjunction “that” -
Used in indirect statements -
Unstressed, functions like English “that” -
Example: Είπε πως θα έρθει (Ípe pos tha érthi) - “He said that he will come”
Πώς frequently combines with να (na) + verb to express “how to [verb]”: -
πώς να το κάνω - “how to do it” -
πώς να πάω - “how to go” -
πώς να μιλήσω - “how to speak”
This construction is used after verbs of knowing, learning, showing, and explaining: -
ξέρω πώς να... (kséro pós na...) - “I know how to...” -
μαθαίνω πώς να... (mathéno pós na...) - “I learn how to...” -
δείχνω πώς να... (díhno pós na...) - “I show how to...”
Πώς can express surprise, admiration, or disbelief in rhetorical questions: -
Πώς είναι δυνατόν! (Pós íne dinatón!) - “How is it possible!” -
Πώς τολμάς! (Pós tolmás!) - “How dare you!” -
Πώς μπορείς να πεις αυτό; (Pós boríς na pis aftó?) - “How can you say that?”
Πώς σε λένε; (Pós se léne?) - “What’s your name?” (lit. “How do they call you?”) Πώς πάει; (Pós páei?) - “How’s it going?” Πώς και; (Pós ke?) - “How come?” Έτσι κι έτσι (Étsi ki étsi) - “So-so” (response to Πώς είσαι;)
Πώς typically appears: -
At the beginning of direct questions -
After the main verb in indirect questions -
Before modal constructions with να
Mistake 1: Confusing πώς (interrogative) with πως (conjunction) -
Incorrect: Είπε πώς θα έρθει ❌ -
Correct: Είπε πως θα έρθει ✓ (”He said that he will come”) -
Correct: Με ρώτησε πώς θα έρθει ✓ (”He asked me how he will come”)
Mistake 2: Omitting να in “how to” constructions -
Incorrect: Ξέρω πώς το κάνω (implies “I know that I do it”) -
Correct: Ξέρω πώς να το κάνω ✓ (”I know how to do it”)
Mistake 3: Word order in indirect questions -
Incorrect: Δεν ξέρω το κάνω πώς -
Correct: Δεν ξέρω πώς το κάνω ✓
Mistake 4: Using question mark with indirect questions -
Incorrect: Δεν ξέρω πώς το κάνω; -
Correct: Δεν ξέρω πώς το κάνω. ✓ (period, not question mark)
Mistake 5: Stress in conjunctive use -
Incorrect: Νομίζω πώς έχει δίκιο (should be unstressed πως) -
Correct: Νομίζω πως έχει δίκιο ✓ (”I think that he is right”)
Πώς (pós) - interrogative adverb “how” -
Asks about manner, method, means -
Takes stress mark (΄) -
Used in direct and indirect questions -
Often combines with να + verb -
Can express exclamation or rhetorical question
Πως (pos) - conjunction “that” -
Unstressed -
Introduces indirect statements -
Not interrogative
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
Πώς is one of the most frequently used question words in Modern Greek, appearing in everyday conversation, formal discourse, academic writing, and literary texts. It is essential for: -
Asking for directions or instructions -
Expressing concern about someone’s wellbeing -
Requesting explanations -
Expressing surprise or disbelief
Πώς is used across all registers without significant variation. The formality level changes through: -
Verb forms (formal vs. informal second person) -
Surrounding vocabulary -
Tone and intonation
Informal: Πώς τα πας; (Pós ta pas?) - “How are you doing?” Formal: Πώς περνάτε; (Pós pernáte?) - “How are you?” (plural/formal)
In Greek philosophical discourse, πώς explores not just method but essence. The question “Πώς πρέπει να ζήσουμε;“ (Pós prépi na zísume?) - “How should we live?” - is fundamental to Greek ethical inquiry from ancient times through modern literature.
The distinction between πώς (how/manner) and γιατί (yiatí - why/reason) reflects the Greek philosophical tradition of examining both process and purpose. Πώς questions focus on practical wisdom (φρόνησις - frónisis), while γιατί addresses theoretical understanding.
While πώς is standard across Greece and Cyprus, some dialectal and colloquial variations exist: -
Πώς ντο; (Pós do?) - Cretan dialect for “How?” -
Πώς να; (Pós na?) - Colloquial “How could...?” or “As if...”
In Cypriot Greek, you may hear πκιαμέ (pkiamé) used alongside πώς, though πώς remains the standard form.
Πώς το λες; (Pós to les?) - “What do you call it?” Πώς και έτσι; (Pós ke étsi?) - “How come?” / “Why so?” Έτσι κι έτσι (Étsi ki étsi) - “So-so” (common response to Πώς είσαι;) Πώς να μην... (Pós na min...) - “How could I not...” (expressing inevitability)
Πώς frequently appears in expressions of: -
Surprise: Πώς είναι δυνατόν; (Pós íne dinatón?) - “How is that possible?” -
Indignation: Πώς τολμάς; (Pós tolmás?) - “How dare you?” -
Admiration: Πώς τα καταφέρνεις! (Pós ta kataférneis!) - “How do you manage it!” -
Disbelief: Πώς γίνεται; (Pós jínete?) - “How can it be?”
Modern Greek allows πώς to introduce explanatory clauses after verbs of perception and cognition, a usage that can seem ambiguous to English speakers: -
Βλέπω πώς έχεις δίκιο (Vlépo pós éhis díkio) - “I see that you’re right” (conjunction use, though stressed) -
Δες πώς το κάνω (Des pós to káno) - “See how I do it” (interrogative use)
Context usually clarifies whether πώς functions as “how” or “that” in such constructions.
In contemporary Greek social media and informal texting, πώς often appears in abbreviated or stylized forms, though the stress distinction remains critical for meaning. Young speakers may write πως (unstressed) for both uses in casual contexts, relying on context for disambiguation, though this is not considered standard.
The phrase Πώς και; (Pós ke? - “How come?”) has become increasingly popular in conversational Greek, often replacing the more formal Γιατί; (Yiatí? - “Why?”) when expressing surprise at an unexpected situation.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
The following passage comes from a recently published work by Greece’s most celebrated modern author, Nikos Kazantzakis (1883-1957). This dialogue appears in a philosophical exchange about love and duty:
F-A: Interleaved Text for Beginners
F-A.1a —Πώς (—Pós) —how πρέπει (prépi) must ν’ (n’) to αγαπούμε (aγapúme) we-love το (to) the-ACC.M Θεό; (Theó) God
F-A.1b —Pós (—pós) —how prépi (prépi) must n’ (n’) to aγapúme (aγapúme) we-love to (to) the-ACC.M Theó (theó) God
F-A.2a —Αγαπώντας (—Aγapóndas) —loving τους (tus) the-ACC.M.PL ανθρώπους. (anthrópus) people
F-A.2b —Aγapóndas (—aγapóndas) —loving tus (tus) the-ACC.M.PL anthrópus (anthrópus) people
F-B: Authentic Text with Translation
—Πώς πρέπει ν’ αγαπούμε το Θεό; —Αγαπώντας τους ανθρώπους.
—Pós prépi n’ aγapúme to Theó? —Aγapóndas tus anthrópus.
“—How should we love God?” “—By loving people.”
F-C: Original Greek Text Only
—Πώς πρέπει ν’ αγαπούμε το Θεό; —Αγαπώντας τους ανθρώπους.
F-D: Vocabulary and Grammar Notes
πρέπει (prépi) - impersonal verb “it is necessary, one must” ν’ (n’) - elided form of να (na), the subjunctive particle αγαπούμε (aγapúme) - first person plural present subjunctive of αγαπώ (aγapó) “to love” το Θεό (to Theó) - accusative form of ο Θεός (o Theós) “God” αγαπώντας (aγapóndas) - present active participle of αγαπώ, meaning “by loving, while loving” τους ανθρώπους (tus anthrópus) - accusative plural of ο άνθρωπος (o ánthropos) “the person, human being”
The construction πρέπει να + subjunctive expresses obligation or necessity. The response uses a participle (αγαπώντας) to express means or method, literally “by loving” or “through loving.”
F-E: Literary and Cultural Commentary
This brief but profound exchange encapsulates a central theme in Kazantzakis’s philosophy: the unity of divine and human love. The question Πώς πρέπει ν’ αγαπούμε το Θεό; (How should we love God?) uses πώς not merely to ask about method but to inquire into the very nature of spiritual practice.
The answer’s simplicity - Αγαπώντας τους ανθρώπους (By loving people) - exemplifies Kazantzakis’s humanistic spirituality. By using the present participle αγαπώντας, the response transforms abstract theological questioning into concrete ethical action. The πώς question receives not a theoretical answer but a practical one: love of God manifests through love of humanity.
This dialogue reflects the influence of both Orthodox Christian mysticism and modern existential philosophy in Kazantzakis’s thought. The interrogative πώς opens a space for spiritual inquiry that the participial response fills with immediate, embodied practice.
The exchange demonstrates how πώς in Greek philosophical and literary discourse functions not just grammatically but existentially - it asks not merely “by what means?” but “in what manner of being?” The answer likewise operates on both levels: grammatically through a participle of means, existentially through identification of divine and human love.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
A Conversation About Learning
59.16a Η (I) the-NOM.F Ελένη (Eléni) Elena συνάντησε (sinándise) met τον (ton) the-ACC.M παλιό (palió) old της (tis) her φίλο (fílo) friend Νίκο (Níko) Nikos στο (sto) in-the καφενείο (kafenío) cafe
59.16b I (i) the-NOM.F Eléni (eléni) Elena sinándise (sinándise) met ton (ton) the-ACC.M palió (palió) old tis (tis) her fílo (fílo) friend Níko (níko) Nikos sto (sto) in-the kafenío (kafenío) cafe
59.17a «Πώς («Pós) «how τα (ta) them πας;» (pas) you-go τον (ton) him-ACC ρώτησε (rótise) she-asked με (me) with χαμόγελο (hamóγelo) smile
59.17b «Pós («pós) «how ta (ta) them pas (pas) you-go ton (ton) him-ACC rótise (rótise) she-asked me (me) with hamóγelo (hamóγelo) smile
59.18a «Καλά, («Kalá) «well ευχαριστώ,» (efharistó) thank-you απάντησε (apándise) answered ο (o) the-NOM.M Νίκος. (Níkos) Nikos
59.18b «Kalá («kalá) «well efharistó (efharistó) thank-you apándise (apándise) answered o (o) the-NOM.M Níkos (níkos) Nikos
59.19a «Πώς («Pós) «how προχωράει (prohorái) progresses το (to) the-NOM.N μάθημα (máthima) lesson κιθάρας (kitháras) of-guitar σου;» (su) your
59.19b «Pós («pós) «how prohorái (prohorái) progresses to (to) the-NOM.N máthima (máthima) lesson kitháras (kitháras) of-guitar su (su) your
59.20a «Αργά («Arγá) «slowly αλλά (alá) but σταθερά,» (stathorá) steadily είπε (ípe) said ο (o) the-NOM.M Νίκος. (Níkos) Nikos
59.20b «Arγá («arγá) «slowly alá (alá) but stathorá (stathorá) steadily ípe (ípe) said o (o) the-NOM.M Níkos (níkos) Nikos
59.21a «Ο («O) «the-NOM.M δάσκαλος (dáskalos) teacher μου (mu) my με (me) me-ACC διδάσκει (didáski) teaches πώς (pós) how να (na) to κρατώ (krató) I-hold τα (ta) the δάχτυλα (dáhtila) fingers σωστά.» (sostá) correctly
59.21b «O («o) «the-NOM.M dáskalos (dáskalos) teacher mu (mu) my me (me) me-ACC didáski (didáski) teaches pós (pós) how na (na) to krató (krató) I-hold ta (ta) the dáhtila (dáhtila) fingers sostá (sostá) correctly
59.22a «Μου («Mu) «to-me έδειξε (édikse) he-showed επίσης (epísis) also πώς (pós) how να (na) to κουρδίζω (kurdízo) I-tune τις (tis) the-ACC.F.PL χορδές,» (hordés) strings
59.22b «Mu («mu) «to-me édikse (édikse) he-showed epísis (epísis) also pós (pós) how na (na) to kurdízo (kurdízo) I-tune tis (tis) the-ACC.F.PL hordés (hordés) strings
59.23a συνέχισε (sinéhise) continued ο (o) the-NOM.M Νίκος (Níkos) Nikos με (me) with ενθουσιασμό. (enthusiasmo) enthusiasm
59.23b sinéhise (sinéhise) continued o (o) the-NOM.M Níkos (níkos) Nikos me (me) with enthusiasmó (enthusiasmó) enthusiasm
59.24a «Πώς («Pós) «how βρήκες (vríkes) you-found τον (ton) the-ACC.M δάσκαλο;» (dáskalo) teacher ρώτησε (rótise) asked η (i) the-NOM.F Ελένη. (Eléni) Elena
59.24b «Pós («pós) «how vríkes (vríkes) you-found ton (ton) the-ACC.M dáskalo (dáskalo) teacher rótise (rótise) asked i (i) the-NOM.F Eléni (eléni) Elena
59.25a «Μου («Mu) «to-me τον (ton) him-ACC σύστησε (sístise) recommended ο (o) the-NOM.M ξάδερφός (ksáderfós) cousin μου. (mu) my
59.25b «Mu («mu) «to-me ton (ton) him-ACC sístise (sístise) recommended o (o) the-NOM.M ksáderfós (ksáderfós) cousin mu (mu) my
59.26a Μου (Mu) to-me εξήγησε (eksíyise) he-explained πώς (pós) how να (na) to τον (ton) him-ACC βρω,» (vro) I-find απάντησε (apándise) answered ο (o) the-NOM.M Νίκος. (Níkos) Nikos
59.26b Mu (mu) to-me eksíyise (eksíyise) he-explained pós (pós) how na (na) to ton (ton) him-ACC vro (vro) I-find apándise (apándise) answered o (o) the-NOM.M Níkos (níkos) Nikos
59.27a «Θέλω («Thélo) «I-want κι (ki) and εγώ (eγó) I να (na) to μάθω (mátho) I-learn πώς (pós) how να (na) to παίζω (pézo) I-play ένα (éna) one μουσικό (musikó) musical όργανο,» (órγano) instrument
59.27b «Thélo («thélo) «I-want ki (ki) and eγó (eγó) I na (na) to mátho (mátho) I-learn pós (pós) how na (na) to pézo (pézo) I-play éna (éna) one musikó (musikó) musical órγano (órγano) instrument
59.28a είπε (ípe) said η (i) the-NOM.F Ελένη (Eléni) Elena στοχαστικά. (stohastíká) thoughtfully
59.28b ípe (ípe) said i (i) the-NOM.F Eléni (eléni) Elena stohastíká (stohastíká) thoughtfully
59.29a «Πώς («Pós) «how θα (tha) will αποφασίσω (apofasíso) I-decide ποιο;» (pió) which
59.29b «Pós («pós) «how tha (tha) will apofasíso (apofasíso) I-decide pió (pió) which
59.30a «Ακούγοντας («Akúγondas) «listening-to τη (ti) the-ACC.F μουσική (musikí) music σου,» (su) your χαμογέλασε (hamoγélase) smiled ο (o) the-NOM.M Νίκος. (Níkos) Nikos
59.30b «Akúγondas («akúγondas) «listening-to ti (ti) the-ACC.F musikí (musikí) music su (su) your hamoγélase (hamoγélase) smiled o (o) the-NOM.M Níkos (níkos) Nikos
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
59.16 Η Ελένη συνάντησε τον παλιό της φίλο Νίκο στο καφενείο. I Eléni sinándise ton palió tis fílo Níko sto kafenío. “Elena met her old friend Nikos at the cafe.”
59.17 «Πώς τα πας;» τον ρώτησε με χαμόγελο. «Pós ta pas?» ton rótise me hamóγelo. “’How are you doing?’ she asked him with a smile.”
59.18 «Καλά, ευχαριστώ,» απάντησε ο Νίκος. «Kalá, efharistó,» apándise o Níkos. “’Fine, thank you,’ Nikos answered.”
59.19 «Πώς προχωράει το μάθημα κιθάρας σου;» «Pós prohorái to máthima kitháras su?» “’How is your guitar lesson progressing?’”
59.20 «Αργά αλλά σταθερά,» είπε ο Νίκος. «Arγá alá stathorá,» ípe o Níkos. “’Slowly but steadily,’ said Nikos.”
59.21 «Ο δάσκαλος μου με διδάσκει πώς να κρατώ τα δάχτυλα σωστά.» «O dáskalos mu me didáski pós na krató ta dáhtila sostá.» “’My teacher is teaching me how to hold my fingers correctly.’”
59.22 «Μου έδειξε επίσης πώς να κουρδίζω τις χορδές,» «Mu édikse epísis pós na kurdízo tis hordés,» “’He also showed me how to tune the strings,’”
59.23 συνέχισε ο Νίκος με ενθουσιασμό. sinéhise o Níkos me enthusíasmo. “Nikos continued enthusiastically.”
59.24 «Πώς βρήκες τον δάσκαλο;» ρώτησε η Ελένη. «Pós vríkes ton dáskalo?» rótise i Eléni. “’How did you find the teacher?’ asked Elena.”
59.25 «Μου τον σύστησε ο ξάδερφός μου. «Mu ton sístise o ksáderfós mu. “’My cousin recommended him to me.”
59.26 Μου εξήγησε πώς να τον βρω,» απάντησε ο Νίκος. Mu eksíyise pós na ton vro,» apándise o Níkos. “He explained to me how to find him,’ Nikos answered.”
59.27 «Θέλω κι εγώ να μάθω πώς να παίζω ένα μουσικό όργανο,» «Thélo ki eγó na mátho pós na pézo éna musikó órγano,» “’I also want to learn how to play a musical instrument,’”
59.28 είπε η Ελένη στοχαστικά. ípe i Eléni stohastíká. “said Elena thoughtfully.”
59.29 «Πώς θα αποφασίσω ποιο;» «Pós tha apofasíso pió?» “’How will I decide which one?’”
59.30 «Ακούγοντας τη μουσική σου,» χαμογέλασε ο Νίκος. «Akúγondas ti musikí su,» hamoγélase o Níkos. “’By listening to your music,’ Nikos smiled.”
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
59.16 Η Ελένη συνάντησε τον παλιό της φίλο Νίκο στο καφενείο. I Eléni sinándise ton palió tis fílo Níko sto kafenío.
59.17 «Πώς τα πας;» τον ρώτησε με χαμόγελο. «Pós ta pas?» ton rótise me hamóγelo.
59.18 «Καλά, ευχαριστώ,» απάντησε ο Νίκος. «Kalá, efharistó,» apándise o Níkos.
59.19 «Πώς προχωράει το μάθημα κιθάρας σου;» «Pós prohorái to máthima kitháras su?»
59.20 «Αργά αλλά σταθερά,» είπε ο Νίκος. «Arγá alá stathorá,» ípe o Níkos.
59.21 «Ο δάσκαλος μου με διδάσκει πώς να κρατώ τα δάχτυλα σωστά.» «O dáskalos mu me didáski pós na krató ta dáhtila sostá.»
59.22 «Μου έδειξε επίσης πώς να κουρδίζω τις χορδές,» «Mu édikse epísis pós na kurdízo tis hordés,»
59.23 συνέχισε ο Νίκος με ενθουσιασμό. sinéhise o Níkos me enthusíasmo.
59.24 «Πώς βρήκες τον δάσκαλο;» ρώτησε η Ελένη. «Pós vríkes ton dáskalo?» rótise i Eléni.
59.25 «Μου τον σύστησε ο ξάδερφός μου. «Mu ton sístise o ksáderfós mu.
59.26 Μου εξήγησε πώς να τον βρω,» απάντησε ο Νίκος. Mu eksíyise pós na ton vro,» apándise o Níkos.
59.27 «Θέλω κι εγώ να μάθω πώς να παίζω ένα μουσικό όργανο,» «Thélo ki eγó na mátho pós na pézo éna musikó órγano,»
59.28 είπε η Ελένη στοχαστικά. ípe i Eléni stohastíká.
59.29 «Πώς θα αποφασίσω ποιο;» «Pós tha apofasíso pió?»
59.30 «Ακούγοντας τη μουσική σου,» χαμογέλασε ο Νίκος. «Akúγondas ti musikí su,» hamoγélase o Níkos.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
This narrative dialogue demonstrates πώς in conversational contexts:
Πώς τα πας; - Idiomatic greeting meaning “How are you doing?” (literally “How do you go with them?”)
Πώς προχωράει... - “How does [something] progress?” - common construction for asking about ongoing activities
πώς να κρατώ - “how to hold” - πώς + να + verb construction expressing method
πώς να κουρδίζω - “how to tune” - another πώς + να construction
Πώς βρήκες... - “How did you find...” - πώς with aorist (past simple) tense
πώς να τον βρω - “how to find him” - πώς + να with first person subjunctive
πώς να παίζω - “how to play” - πώς + να construction with continuous verb
Πώς θα αποφασίσω - “How will I decide” - πώς with future tense
The narrative also uses two participles for expressing means: -
Ακούγοντας (by listening) - present active participle -
This mirrors the structure in the Kazantzakis citation (Αγαπώντας - by loving)
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
πώς [pos] - Single syllable with stressed /o/ πως [pos] - Same pronunciation but unstressed in context πρέπει [ˈprepi] - Stress on first syllable να [na] - Unstressed particle ξέρω [ˈksero] - Initial consonant cluster /ks/ μαθαίνω [maˈθeno] - Dental fricative /θ/
-
Stress distinction: The stress mark (΄) is crucial - πώς vs πως have identical phonemes but different prosodic patterns -
Consonant clusters: Greek permits initial clusters like /ps/, /ks/, /ft/ that don’t occur in English: -
ψυχή (psiˈçi) - “soul” -
ξέρω (ˈksero) - “I know” -
φτάνω (ˈftano) - “I arrive” -
Voiced vs. voiceless stops: Modern Greek has merged ancient distinctions, but orthography preserves them: -
β = [v] (not [b]) -
δ = [ð] (not [d]) -
γ = [ɣ] or [j] (not [g]) -
Vowel length: Modern Greek does not distinguish vowel length - all vowels are roughly equal in duration
Πώς questions typically have rising intonation: -
Πώς σε λένε; ↗ (rising) -
Πώς πάει; ↗ (rising)
Rhetorical or exclamatory uses may have falling intonation: -
Πώς είναι δυνατόν! ↘ (falling, emphatic)
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
This Modern Greek lesson is part of the Latinum Institute’s comprehensive language learning series, developed since 2006 to provide autodidact students with systematic, frequency-based instruction in world languages. The course uses interlinear glossing methodology to make Greek accessible to English speakers through comprehensible input.
Course Index: https://latinum.substack.com/p/index
The Latinum Institute has been creating language learning materials for nearly two decades, with verified student success documented at https://uk.trustpilot.com/review/latinum.org.uk
This course is designed for self-directed learners who benefit from: -
Systematic vocabulary progression based on frequency data -
Interlinear glossing providing word-by-word comprehension support -
Authentic examples from native speakers and literature -
Comprehensive grammar explanations integrated with usage examples -
Cultural context enriching linguistic understanding
The interlinear (construed) text format used in Section A provides multiple advantages: -
Immediate comprehension: Each Greek word appears with its English equivalent, allowing learners to understand sentences without constant dictionary consultation -
Grammatical transparency: Glosses include grammatical markers (NOM, ACC, GEN, etc.) that make Greek case system visible -
Natural word order: Construed text maintains Greek syntax, training learners in authentic sentence patterns rather than English-influenced constructions -
Progressive learning: Learners can move from heavily glossed text (Section A) through natural sentences with translations (Section B) to target language only (Section C) -
Self-contained lessons: Each lesson includes all vocabulary needed for comprehension, eliminating the frustration of encountering unknown words
Traditional language courses often present grammar rules abstractly, then expect students to apply them in reading. The Latinum approach reverses this: learners encounter grammatical patterns in context first, developing intuitive understanding before formal rule learning.
The dual-line format in Section A (native script plus romanization with glosses) serves multiple learning styles: -
Visual learners can focus on Greek orthography -
Auditory learners can use romanization for pronunciation -
Analytical learners can study grammatical markers -
Contextual learners can absorb patterns through repeated exposure
By providing complete sentences with word-by-word support, this method builds reading fluency naturally, allowing students to progress from heavily supported text to independent reading at their own pace.
The inclusion of authentic literary citations (like the Kazantzakis passage in Section F) demonstrates that this methodology scales from beginner material to sophisticated texts, preparing students for engagement with Greek literature and culture.
✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾ ✾ ❦ ✾ ❦ ✾
---