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Trying Goldlist in a classroom setting | ||
Tags: Class Learning | Vocabulary learning | ||
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 Language Learning Forum : Learning Techniques, Methods & Strategies |  | |
| Jeffers Senior Member United Kingdom Joined 4698 days ago 2151 posts - 3960 votes  Speaks: English* Studies: Hindi, Ancient Greek, French, Sanskrit, German | Message 33 of 40 16 February 2014 at 9:48pm | IP Logged |
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I'm not sure John's epistles are as easy as Curious George, nor is 1 Peter as hard as Shakespeare, although it is certainly one of the harder NT books to read in Greek, so I know what you mean. Perhaps after John's epistles it would be better to look at some narrative text, such as excerpt from a Gospel or Acts.
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| ElComadreja Senior Member Philippines bibletranslatio Joined 7027 days ago 683 posts - 757 votes 2 sounds Speaks: English* Studies: Spanish, Portuguese, Latin, Ancient Greek, Biblical Hebrew, Cebuano, French, Tagalog | Message 34 of 40 17 February 2014 at 3:33am | IP Logged |
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Yes, that was a bit of exaggeration. It just seems like so much of a jump between the
two and maybe we could find some smaller steps. Mark might be a good choice. 1 person has voted this message useful | |
| ElComadreja Senior Member Philippines bibletranslatio Joined 7027 days ago 683 posts - 757 votes 2 sounds Speaks: English* Studies: Spanish, Portuguese, Latin, Ancient Greek, Biblical Hebrew, Cebuano, French, Tagalog | Message 35 of 40 04 March 2014 at 3:06am | IP Logged |
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The instructors have decided on Galatians for the next round. And the peasants rejoice.
I showed the instructors some Spanish FSI drills that I've done in the past and they asked me to put something together like that. For the first time I had 2 exercises: 1) I give a present tense verb, they give past (aorist) 2) I give them a sentence in Greek "I have a ____" and change the last word. (This makes you change a word to accusative case.) I did these on an individual basis. I was going to do 2nd (or irregular) aorist but it seemed too much the first time around. The students all kind of panicked at first because it was all oral. Most of them started off very slow, some going through tables in their head, some just unable to do it -- but I kept doing it until they got it with minimal hesitation. In the end they were all like "wow I'm doing it". For the first exercise, the word ακυοω took some more work because the first letter changes to η. For the second exercise I stayed in first and second declension and for all of them there was this aha moment where they realized they just had to add an "n" sound every time. When I threw in the 3rd declension word αιμα, they tried to do strange things to it, but when they realized that it stays the same, that part was not so hard any more. One of the students could not get the 3rd declension words that do change. I'll do an extra session with them at some point this week. The instructor for the day was quite pleased and was like "why didn't we do something like this before?" Next I'm going to try something like "John loves her". I'll give a string of sentences that could either be "John loves her" or "She loves John", the correct translation of which depends on the cases. I'm still not sure how to approach the other common glaring problem... passive verbs. Edited by ElComadreja on 04 March 2014 at 3:15am 1 person has voted this message useful | |
| Jeffers Senior Member United Kingdom Joined 4698 days ago 2151 posts - 3960 votes Speaks: English* Studies: Hindi, Ancient Greek, French, Sanskrit, German | Message 36 of 40 04 March 2014 at 12:37pm | IP Logged |
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If you are studying Galatians, I highly recommend Moisés Silva's book, "Interpreting
Galatians: Explorations in Exegetical Method". It is a readable and thorough survey of the major issues in New Testament interpretation, but uses Galatians for most of the examples. An excellent read for NT students, but especially useful for help interpreting Galatians. Method/dp/080102305X/ref=la_B001IODP4U_1_4?s=books&ie=UTF8&q id=1393932999&sr=1-4">Amazon link I like your FSI style drills for Greek. It could be really useful to yourself (and others) if you wrote a bunch out. Edited by Jeffers on 04 March 2014 at 12:38pm 1 person has voted this message useful | |
| ElComadreja Senior Member Philippines bibletranslatio Joined 7027 days ago 683 posts - 757 votes 2 sounds Speaks: English* Studies: Spanish, Portuguese, Latin, Ancient Greek, Biblical Hebrew, Cebuano, French, Tagalog | Message 37 of 40 04 March 2014 at 2:47pm | IP Logged |
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I am typing up what I'm doing :)
We just focus on translation at first, looking at all the possible ways a verse can be translated. Then when we feel the students have a hold on that, start doing what you are talking about... looking up historical background & doing word studies, etc. I'll tuck that book away though. (the link looks messed up, I've been having the same kind of problem). 1 person has voted this message useful | |
| ElComadreja Senior Member Philippines bibletranslatio Joined 7027 days ago 683 posts - 757 votes 2 sounds Speaks: English* Studies: Spanish, Portuguese, Latin, Ancient Greek, Biblical Hebrew, Cebuano, French, Tagalog | Message 38 of 40 06 March 2014 at 6:04pm | IP Logged |
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Well, I think class enthusiasm is a little better now. I think it's because word order is not much of an issue in Galatians.
I tried out a "Jesus loves him" drill, and it was kind of a disaster. The students just don't get it. I took out the "him" and there was still confusion. Looking at the results the instructor and I just had our face in our hands. But at least we see the problem now. We tried it with some 2nd declension nouns instead of a name, and that wasn't so bad. We'll see what else we can do. Edited by ElComadreja on 06 March 2014 at 6:07pm 1 person has voted this message useful | |
| ElComadreja Senior Member Philippines bibletranslatio Joined 7027 days ago 683 posts - 757 votes 2 sounds Speaks: English* Studies: Spanish, Portuguese, Latin, Ancient Greek, Biblical Hebrew, Cebuano, French, Tagalog | Message 39 of 40 24 March 2014 at 7:02pm | IP Logged |
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The teachers focused on some 2 sentence words, and everyone finally gets now that the Nominative has to go in front of the verb in English (I don't know if they would use the word 'nominative' though). Success. For a better general understanding one of the teachers had the idea that we could take a Greek sentence, put each word on a piece of paper, and have the students arrange the words in the expected English order. I think it did some good and everyone enjoyed it. I would not have tried it before though because in the past many of them were just trying to scramble up the words until it sounded right.
One of the students dropped out. He's working on a thesis... I don't blame him. Edited by ElComadreja on 24 March 2014 at 7:08pm 1 person has voted this message useful | |
| ElComadreja Senior Member Philippines bibletranslatio Joined 7027 days ago 683 posts - 757 votes 2 sounds Speaks: English* Studies: Spanish, Portuguese, Latin, Ancient Greek, Biblical Hebrew, Cebuano, French, Tagalog | Message 40 of 40 22 December 2014 at 5:40am | IP Logged |
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Greek class is over. 3 made it all the way. That's about on par with our previous
classes. In addition, one other struggling student finally had an aha! moment and can now read the Greek NT really well, they just got blown away by textual criticism. Continued use of Goldlist in our Greek class is undetermined. We have some students that just completed the course, and half of them didn't like Goldlist, and the other half didn't think it did anything. One of our instructors has been against the idea pretty much the whole time. Still, something interesting here is that we didn't do any vocab tests in the last year like we normally do, and the results are basically the same. Some of our graduating students who are good now had horrible vocab tests when we stopped those. Was it just extensive/intensive reading, or did Goldlist lend a hand? hard to say In fact, our graduating students might be better off than usual because for the last year we have been concentrating on reading, and they are so used to it now, which is what we want them to do when they are done with the course anyway. Traditionally, we have a 2 year make it or don't policy. If you fail somewhere you have to start at the beginning, but I'm thinking of breaking it down into smaller courses... for example from above, you could be able to read but not understand how to choose the right textual variant. Edited by ElComadreja on 23 December 2014 at 5:15am 2 persons have voted this message useful |
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