From: Eddie Van Gent (vangent@ihug.co.nz)
Date: Thu May 04 2000 - 05:12:27 EDT
Greetings
I have also been studying Greek also using a different method....memorizing
the text after analyzing each word and sentence, after praying for Divine
assistance. Once I have memorized several passages, I then go back into
various books such as Mounce BBG, DB Wallace, Grovenor, etc to further
examine the grammar of what I have memorized. To get the pronunciation, I
refered to classical experts such as Daitz & Allen, who seem to have a
reasonable knowledge of what the language sounded like even in the koine
times. Then I have a Greek friend who could verify that I was thinking in
Greek...the root meanings of many common words don't seem to have changed
that dramatically over 3000 years.
Regards
----- Original Message -----
From: <Suedaleg@aol.com>
To: Biblical Greek <b-greek@franklin.oit.unc.edu>
Sent: Thursday, May 04, 2000 6:13 PM
Subject: teaching top down
> I have been folowing this line with some interest. My intention in
> strengthening my grasp of Greek in the last few years has been an attempt
at
> deepening my relationship with my God by trying to understand better those
> who wrote for him.
> I have tried to learn Hebrew also with only modest success. (I can
recognise
> the words but some of the forms really get beyond me.) So I have been
trying
> to become more fluent. From this line I have realized that my desire is
to
> begin thinking with the author in his language. I am learning to get away
> from some of the stiff translation which the "morphology" study results in
> and to take the larger sections as whole units. Is it possible for a
person
> trained in the "bottom up" approach to learn to reverse the direction? I
hope
> so. I see the need to do the word and form study as well, but I want to
be
> able to move beyond.
>
> I will probably take two approaces to the NT, in the way that I speak two
> different forms of English, one for story telling, somewhat informal,
> perhaps coloquial (sp?) where the form realy does not matter near as much
as
> the action or process; and a more formal, precise form used for teaching
> ideas in which I stick very close to "correct" grammatical structure
because
> it has sreious meaning.
>
> I can see the need for two approaches to the Greek, one for naration where
> the purpose is to show the action, and one for the "thesis" where the
meaning
> of the teaching is what is important.
>
> Thanks for encouraging my thoughts here.
>
> Dale Greenlee
>
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