ButhFam at compuserve.com
Sat Dec 25 11:48:24 EST 1999
>the learn-by-frequency concept seems very
>efficient, especially when the corpus the student is aiming
>to read is so limited and fixed as the Hebrew Bible.
We're agreeing 100%. I am in favor of in frequency.
the only difference that would result would be that I would list a
60 xx Hif`il verb of one root "A", before listing two verbs of a
root "B", say a 40 xx Qal "B"and a 30 xx Hif`il "B".
The Qal "B" rated a 40, so it is less frequent than hif`il "A" 60.
>Can you design for us a vocabulary list that is arranged by
>*Biblical* frequency that is also linguistically more sound
>than extant lists
>(write it in your spare time ;-)
the start is outlined above.
one caveat is that i would include passives of a word in the overall count.
thus, piel and pual would count together, hif`il and hof`al, qal and
Nif`al would usually need special lexical listing and treatment when it
doesn't occur in the Qal.
dictionaries are one concern, frequency lists separate.
in fact, i have some students working on a learner's 1000-word dictionary
that lists each word as itself, thus, all the most common hif`il's that
made into the top 1000 get listed under 'he', and all words with clear
contextual Biblical examples to illustrate any meaning.
>Or do I understand you correctly when I predict that you would
>not teach beginning students from memorization lists because
>it is not "natural"?
no. e.g., see above.
but i would teach nimlat, not *malat.
and with a hebrew context.
and if possible with pictures, tapes, TPR, and anything else I could get my
you've got to try to interpret me favorably.
lists are best for review, though students will
usually pick something up 'for free' when going through them.
>Teachers can explain enough about the
>"real" nature of BH to protect their students from a
RB: good. may they find new success.
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