"Non-Academic" Original Languages?
06PETERSON at cua.edu
Tue Dec 17 11:57:07 EST 2002
>===== Original Message From Clayton Javurek <javurek at asu.edu> =====
>What is the scary part of learning a new language?...it is all
>that required memorization and recognition. Using an interlinear text
>and an analytical lexicon minimizes the fear of all the memorization.
True. It also fosters dependence on the translators of the interlinear to have
selected the right gloss and the editors of the lexicon to have analyzed the
form correctly. I'm not sure how much this scenario gains a person over using
a good English translation and an in-depth commentary.
>So I say this emphatically: if you require significant amounts of
>memorization, no matter how you present it, you will scare
>off your students.
Some of them, yes.
>To attract students, you must significantly
>reduce all the memorization required.
Probably so. But arguably they're not really learning the language if they're
not memorizing vocabulary and forms. That's why I think this sort of course
needs to be treated as something other than learning Greek or Hebrew. It's
learning some exegetical tricks that can place the student in a precarious
position. Instead of reading the explanation of a commentator, students feel
like they are interacting directly with the text, when they're really working
with a bare-bones analysis by someone who's just as fallible as any
commentator. As long as they understand what they're doing, I'm not entirely
opposed to this, but there is significant danger that they will misunderstand.
More information about the b-hebrew