I won't be reviewing any more Greek grammars...
Вставка
- Опубліковано 7 вер 2024
- Take the Getting Started with Greek course free at bma.to/getstarted
Check out what our courses offer at www.biblicalma...
Want a tour of my library? • Books that shaped my t...
Follow me:
Twitter: / darrylb
Children learn to speak the language first. As they begin to recognize patterns they begin to imitate those patterns. One who speaks a language first can also read faster. In seminary I took two years and then some third year courses in Greek from an excellent professor. He had us read the text orally and I also read what was posted on B-Greek. Those who participated on B-Greek suggested reading a lot of text rather than so many word studies to see how words are used in their context. A few years ago I downloaded an app that allowed me to listen to the text being read. In a short time I was amazed at how much that helped me. It helped me with vocabulary and word usage. At first it was difficult to keep up with the reading but not much later what I heard seemed much slower because I recognized the words better. I was able to pick up in a text similar to what we do in English. The reader sounded like he was a native speaker and not an English speaker trying to read Greek. A few years ago We had a family from Colombia stay with us for almost six months. As I listened to them talk I realized that some of the words I learned in Spanish had more usages than what I had learned. At first one of the boys didn't know any English and within a few months he could speak to me much like another English speaker would converse with me. He was almost four when they started living with us. He spoke Spanish with his parents much like a child his age would speak English with us at that same age.
never say never!
Thank you. I could not agree more! I taught both intro and intermediate Greek, and one thing I consistently noticed amongst grammars was that they were all the same in essence at the end of the day, and simply structured differently to accomplish niche purposes (mostly catered to course time constraints). The only real differences were the timing of when verbs were introduced and whether or not some basic insights from modern linguistics were included.
Your videos led me to discover Dana Harris and Constantine Campbell. I took Greek in Bible School in the late 1960's using Machen's Greek Grammar. However, these two new Greek Grammars totally changed my understanding of Greek Grammar and revolutionized the way I now translate Greek verbs.
I will miss your reviews of Greek Grammar. However, I will continue to watch your new videos. Thank you for your contribution in helping me to advance in my continuing Greek studies. I am now 85 years old and still enjoy keeping my mind sharp by keeping up with the newer advances in Greek philosophy.
I'm very interested in a new approach with less grammar :) I've been taking BMA's Beginning Greek course for a few months, based on the grammar "Beginning with New Testament Greek" by Merkle and Plummer. Helpful has been 1) the accountability of having to do my homework in time for the weekly Zoom call 2) and Neil, the instructor, is excellent. What I still resist is having to memorize one paradigm after another of noun and verb forms. I drill constantly but yet, learning a new paradigm makes me forget the previous one I just learned.
Simultanously, I've started going through John Dobson's "Learn New Testament Greek." It stands out from traditional grammars for 1) teaching chunks of text that serve as models for learning the rest of the language and 2) introducing grammar and vocabulary only as necessary to understand each chunk. Definitely NOT systematic. But it feels more like a natural language approach. If BMA offered a course using Dobson or a similar natural language approach, I'd be very interested.
For now, I'd love to hear if anyone is using Dobson or another natural language resource on their own. I've found a few videos for Dobson from Cressida Ryan, but she doesn't cover every chapter. And of course with prerecorded web videos, there's no weekly meeting attached, so I have to motivate myself to keep going on my own, which is lonely and difficult.
I've appreciated your various reviews. I'm in a second semester seminary Greek class using Mounce. Learning about the nuances of different approaches has helped me better understand what we are learning and I've even picked up a few different ones. Sometimes just having a different author explain it from a different angle can really help land the plane. As someone with ADHD I find it really difficult to push through on self study so the seminary context has actually gotten me way past what I was able to do on my own. Having that kick to keep going has made all the difference for me.
I took three years of NT Greek in college and have kept up on it over the years (I'm 68 now). I'm now teaching a small group of inmates at the local prison through my church's ministry. We only meet once a week and after starting out with 10, now have 4 dedicated students. But they've got various duties and jobs at the prison, and a couple often have to come late (30-60 min.), so doing any regular graded homework doesn't make much sense (some often don't do much vocab. memorization ahead of time).
I'm using Mounce, which is very detailed, and we often get bogged down in details he brings up throughout the chapters, with students really wanting to know the "why" of stuff. So we often go down rabbit holes exploring Mounce's data, and re-covering what has already been gone over. So……the progress is slow, but by re-visiting and re-chewing previous weeks' info, they are learning it. But Mounce's delays of tackling verbs makes it difficult to create homework where they're translating sentences. Instead they translate phrases, correctly match articles to nouns, etc. Plus, I never learned "verbal aspect" (I had Machen and Dana & Mantey), so I'm trying to get a good grasp of it (since Mounce teaches it) before I teach it.
I wish I had used Plummer and Merkle's 1st year book, which you recommend as a good self-teaching grammar. But I can't change horses mid-stream, as the saying goes.
I appreciate all you do Darryl, and plan to probably purchase your grammar when it comes out (heck, I have all the other ones now……including A.T. Robertson's giant "In Light of Historical Research" grammar!).
A lot of people are taking seminary classes online, and there they are tasked with learning Greek (and Hebrew) in 2, eight-week classes. With such a large stick, I think most people are just trying to pass and can’t be slowed down to actually learn the languages. As a result, we’ll soon have a lot of elders who don’t know either Biblical language well enough to read the Bible in them, or even do serious exegetical work in software like Logos.
I think the time is ripe for a new way. Paradigms and route memorization just aren’t it. Neither are tight time constraints. Make the carrot huge, make the ride enjoyable, and let people find the thrill of Biblical languages.
That may not work in today’s academic setting, but it sure is needed.
Thank you for the fine video. You have crystallized what's nagged me for years. I have no degree and no pretensions. I just love God's word and find that knowing Greek helps me to appreciate them more. You made a wonderful contrast between your friend the teacher and John Wycliff. Your friend's approach is 'have less reference material so I can do more of the talking '. This is the approach of most clergy I've encountered. Wycliff said, in effect, 'depend less on me (or any man) and go to the source '. Thank you for that insight.
FOR SHAME!!!! @ 00:01:20 I studied under one of the best Greek professors in the world. I wish I had recordings of each class. Even so, there's only so much you can teach each session. Dating myself, but he used Mounce/Wallace. He was great, those grammars were fine, but even so, I needed more, so I bought six other grammars to help me work through various issues. Most students need more help, not less. Your friend needs to recognize it's his job to bring the best to the students, not himself.
@biblicalmasteryacademy I don't know where else to ask you this question apologies if it seems out of place. I would like to know your thoughts, experience and opinion on learning Greek by way of English cognates.
There are several issues with trying to learn Greek this way. First cognates are not precise and word usage changes over time - even over a few hundred years. Cognates tend to have one main meaning but a word can have a range of meaning (called semantic range). Finally it assumes languages are just the different word meaning. However there are numerous grammatical and syntactical issues related to language that inform word meaning and usage. In short cognates are insufficient to give a fair understanding of a word’s meaning never mind a useful understanding of a language. I hope that helps!
Been poking around the θλδ ΗΣΛΣΝΕ myself recently and what appears to be called grammer then
According to you are Multifarious attempts to rewrite the dictionary in a less meaningful way where the minimum of three meanings that any one word generally has are nailed to each other in some convoluted attempt to glue up sentences out of differently vocalized sounds...As carefully laid out over a number of pages λαβλεδ θΣ ΨΓΑΤΥΛμσ the one correct meaning of each sound collected by a pair of lips is unique only in the mouth of the speaker where the spoken is left to wallow in the right as the up crosses the down and the circle turns around...grammer it appears is the common mans answer to not having waded through the dictionary to begin with.
The one handed out by Plato and a few friends back in the day when defining an idea required a letter that was a number in a numerical base that added up to consistent concentricity as the ideas unfold from any tongue before spiraling through the at most sphere of influence separating the hearer from the speaker of spoken babble begging to be stood under in G as
Understanding