Post Links of Interest

[Σαῦλος]

Post interesting links to articles, software, books, etc.

[Σαῦλος]

Genius Site - (Rap Genius, Poetry Genius, Education Genius - all the same) 

On this site you can upload texts and then annotate them with text, pictures, video, or audio.  This could be a great way to make a text comprehensible through Greek paraphrases, audio, photos, etc.  

Here you'll see Homer in English, digitally annotated. Click on colored text and notes, images, or audio will display.

http://poetry.rapgenius.com/Homer-the-odyssey-book-1-annotated

Chris Francese Blog

Dickinson is intending to use text annotating site for texts.  

http://blogs.dickinson.edu/dcc/2014/03/09/annotating-with-poetry-genius-and-house-divided/

http://blogs.dickinson.edu/dcc/2014/03/09/annotating-with-poetry-genius-and-house-divided/

Seumas Macdonald's blog

A new sample from Orberg

http://jeltzz.blogspot.com/2014/03/a-brief-excerpt-from-greek-rberg.html

Textkit

A huge and somewhat convoluted thread about Greek learning methods.

The best part might be the 2nd post by "cb" which contains some interesting links to books or excerpts free online.

http://www.textkit.com/greek-latin-forum/viewtopic.php?t=11778

B-Greek

A very interesting post by Stephen Hughes.  He suggests learning vocabulary like this:

• I'm going to eat some vegetables and κρέας for dinner.
• Κρέας is the σάρξ of animals.
• We go to a μάκελλον to buy κρέας.
• The μάκελλον is one stand or one part of the larger ἀγορά.
• If you are thirsty, you can buy a πόμα to drink.

http://www.ibiblio.org/bgreek/forum/viewtopic.php?f=15&t=2380

James Tauber's Blog

The first response to Stephen's post on B-Greek gives a link to James Tauber's blog.

Tauber was developing software for NT Greek or other texts.  The software would compare a list of vocabulary and structures to a text.  Those words or structures that were on the list would be left untouched.  Everything else would be replaced by NET translation English.  This could have great potential for composing Greek readers.  A person could take a core list, compare it to a text, and then revise the text .  It would be much like the English online tool, Lextutor.  Looks very interesting to me, but it also looks like the project has gone fallow.

http://jtauber.com/blog/2008/02/10/a_new_kind_of_graded_reader/

[Randy Gibbons]

Thanks, Σαῦλε. These were all new to me. I finally got some time to look at them, and they are all quite interesting. Among the links in cb's Textkit post, by the way, is one to a discussion about "Greek sentence structure: loose and periodic style," coincidentally apropos of the topic on complex periodic sentences that I started.

Thanks!

Randy

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[Σαῦλος]

"Rigor and Relevance in the CI Classroom"  06 March 2014

One proof of the "rigor" of CI (comprehensible input) classroom given is:

"Continuous testing of hypotheses – it is here that TCI is far superior to any grammar-driven method; students are asked to test their hypotheses about the language continuously as they hear the language and formulate ideas about how it is constructed (Grammar-driven methods tell students without giving them opportunity to test their own hypotheses)"

What are the effects of the professionalisation of Greek?

 A post on B-Greek by Stephen Hughes.  Excerpt:  

"An education system that professionalises the use of Greek ultimately works against its widespread usefulness, in my opinion at least."

Approaches to grammar teaching as a spectrum

Seumas Mac. describes different uses of grammar in teaching.  None.  Teaching grammar in Greek.  Grammar upfront. etc.

Communicative Approaches to Latin and Greek: Who is doing what?

Seumas Mac. list of all communicative approach programs he knows of.

Re: More "leveled readings" of Greek texts

Mark Lightman's leveled readings

[Σαῦλος]

List of 300 NT Verbs with Prinicpal Parts – by Danny Zacharias

“Whence a tenseless Greek Indicative”  by Steve Runge

NT verbs with dative D.O.

List of 48 verbs, by Rod Decker

The Eton Greek Software Project

Vocabulary tester, Verb tester, noun tester, Adjective tester, OCR AS Word list, OCR GCSE list

Parsing test here: 

[Σαῦλος]

 Daniel Street posted something about vocabulary on Και τα λοιπα.

Louis Sorenson just posted a discussion thread on AGBP about strategies for learning vocabulary.

Solomon Powell describes Thomsen's "growing participator approach" to learning vocabulary in a post on B-Greek.  

 

[Σαῦλος]

Seumas posted a series of questions about a verse from 1 Peter.

If you want practice using Greek grammatical terms, it will exercise you!

[Σαῦλος]

One experienced TPRS Russian teacher posted her rubric for paraphrasing stories.  I think I should add paraphrasing stories to my TPRS bag of tools.  A few tweaks to this rubric to match Greek would be easy.

[Σαῦλος]

At this link you'll find a video that Joel Eidsath produced picturing the first story in Rouse's "Greek Boy at Home."

Joel had produced this with his Vox Graeca Attic pronunciation.  I asked him if I could record the same with the Restored Koine (Buth) pronunciation.  He kindly re-posted the video with my audio.

[Randy Gibbons]

Just got around to listening/viewing this. Kudos to you and Joel, it's great work! More, more!

Randy

On Wed, Jul 9, 2014 at 7:57 AM, Σαῦλος <pn...@seelsorger.org> wrote:

At this link you'll find a video that Joel Eidsath produced picturing the first story in Rouse's "Greek Boy at Home."

Joel had produced this with his Vox Graeca Attic pronunciation.  I asked him if I could record the same with the Restored Koine (Buth) pronunciation.  He kindly re-posted the video with my audio.

--

[dewayne...@gmail.com]

χαιρε Σαυλε, χαιρετε πασιν!

I was wondering if our Ancient Greek Best Practices site could be set up more like the Latin Best Practices one (also a Yahoo! group), with folders for members to upload documents they are sharing with the group, as well as one devoted to links of interest. 

τι δοκετε, ετεροι?

Δεβένιος Δουλένιος

Dewayne Dulaney

On Monday, March 10, 2014 7:13:49 AM UTC-5, Σαῦλος wrote:

Post links to interesting links - articles, software, books, etc.

[Σαῦλος]

Sorry, Dewayne, I've been away.  I think the Latin Best Practices has a separate website with upload function.  I'm not sure how to do that in Google Groups.  We had to use Google Groups, by the way, because Yahoo doesn't (or didn't) display Greek when we set this up.  

If anyone else knows how to do this, chime in.  Otherwise, I can easily post things on the Google Drive associated with this Google Group.

[Dewayne Dulaney]

Χαιρε, ω φιλε Σαυλε!

Actually, Google Drive would work just as well. I just wasn't familiar with it when I asked. It would be good to announce to members when posting a file there, however, as I'm not yet used to checking there for materials.It is apparently blocked from my work computer (although I can check our group emails just fine). But I can access GD away from work on my iPad.

Eρροσω,

Δεβένιος

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"In the world you will have trouble. But, be brave! I have defeated the world!"
—John 16:33, DDV (Dewayne Dulaney Version)

[Σαῦλος]

Ben Slavic, TPRS guru, posted a revision of a classic piece titled, 

"You lost me at 'how are you?'"

Comprehended & Apprehended

He encourages teachers to go slowly, making sure the content is comprehensible.  Not only that, teachers need to resist the internal or external push to progress in the language, never carrying on until content is apprehended.

There are other hints in this article that intrigue me.  It mentions that the only language that is truly learned is learned unconciously.  It convicts me as a teacher for believing the "fake looks of comprehension" that students are adept as putting on.

[Σαῦλος]

Here are some great interviews with Communicative Approach Greek teachers,

by AGBP co-owner, Seumas McDonald

Sebastian Carnazzo

Michael Halcolmb

Christophe Rico

Stephen Hill

Caspar Porton

[Jason Weaver]

I’ve enjoyed these interviews.  Could someone give me Seumas’ email address?  I might be interested in doing an interview like these.

Εὐχαριστῶ ὑμῖν,

Ἰάσων

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[Randy Gibbons]

seumas...@gmail.com

[Seumas Macdonald]

If anybody else on the list would like to be interviewed, please get in touch. I'm very keen to both hear of what you're involved in, and share some of that with a broader audience.

Seumas

[Σαῦλος]

I'll wait until Seumas is finished with all the interviews and then collect all the links together in a new post here.  I think he has two or three more to do.  I'm looking forward to hearing more about Jason Weaver's journey.  I spent 10 days with him once, but we didn't talk much English.

Σαῦλος  

[Σαῦλος]

A very long discussion of the value of a Communicative Approach in learning Greek was just held on B-Greek.

For those of us brought up in the "Biblical Greek" tradition, there were some especially interesting comments about "exegesis."

A question I get often is "Yea, this communicative stuff sounds good, but CAN THEY DO EXEGESIS?"  

My reply is always, "What is exegesis?  Do you mean understanding the text better??

[Σαῦλος]

Daniel Street riffed on the exegesis theme on his blog.  Much appreciated.

[Jason Hare]

I really like what Daniel wrote at the end of that post. Why talk about "exegesis" at all? Is it not enough to talk about a text's "meaning"? Isn't that what exegesis is trying to get to the heart of, anyway?

[Σαῦλος]

Greek Paraphrases by Lightman on Textkit

"I have made this new thread as a place where I will post more leveled readings as I write them. I hope others will also post their own leveled readings of any Ancient Greek texts here."  Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

Mark 2 and 3 

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

Galatians 1, using only the grammar and vocabulary found in the first 14 chapters of Clayton Croy’s “A Primer of Biblical Greek.” 

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

1 John chapters 1 and 2, using only the grammar and vocabulary found in the first 8 chapters of Clayton Croy’s “A Primer of Biblical Greek.”

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

Revelation chapter 1, using only the grammar and vocabulary found in the first 8 chapters of Clayton Croy’s “A Primer of Biblical Greek.”

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

 The book of Jonah. 

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

John chapter 17, using only the grammar and vocabulary found in the first 8 chapters of Clayton Croy’s “A Primer of New Testament Greek.”

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

Genesis 12

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

1 Cor. 15, using only the grammar and vocabulary found in the first 14 chapters of Clayton Croy’s “A Primer of New Testament Greek.”

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

The first 39 lines of Aeschylus’ Agamemnon.

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

Xenophon's Anabasis 1.1.1-3a. 

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

Aesop's fable "The Fox and the Grapes." 

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=22003&p=162051&hilit=lightman#p162051>

 

 

“Throwing the Book at Her,” an embedded reading in Ancient Greek, by Markos, based on a story by Susan Jeffers.

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=59897>

 

 

10 Greek Paraphrases of John 3:16

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=61038&p=161244&hilit=markos#p161244>

 

 

“Lateral” paraphrase of Galatians 1. Unlike my “leveled” readings on the other thread, this paraphrase is not simplified. 

 

Pasted from <http://www.textkit.com/greek-latin-forum/viewtopic.php?f=28&t=61017&p=161153&hilit=markos#p161153>

[Σαῦλος]

Update! Total number of secondary level students studying Latin and Ancient Greek in the world

 

Pasted from <http://www.dh.uni-leipzig.de/wo/news-announcements/> 

[Σαῦλος]

Seumas has at least one more interview to do, but I had to post this link to his latest with Jason Weaver.

http://jeltzz.blogspot.com/2014/09/interviews-with-communicative-greek.html

[Σαῦλος]

Compliant Subversity: Backwards Course Design and Communicative Language Learning Models

[Σαῦλος]

I have four sites to recommend today: 

1  Seumas has another nice blog about Latin/Greekpedagogy. 

In it he promotes learning grammatical terms in the target language.  I can’t say I disagree, but I am still of two minds when it comes to the value of talking about Greek in Greek. 

At  early levels, the teacher will not be able to talk about grammar without using a common language, let's say English.  Now if he decides he must use the term “προωσοπον” instead of "Person" to describe the forms of the verb, won't this be adding an unnecessary burden on the students?  Not only do they need to grasp the abstraction (grammatical point) but also need to label it in Greek.  And most of the Greek terms are not simple little words: ὁριστική, ὑποτακτική, διαθέσις, κατηγορίαι τῆς μορφῆς, ὄψις, παρατατική, παρεληλυθώς.

And, at least in most courses, the students will still need to learn that the English way of refering to a verb's πρώσοπον is "Person."   The student will need that English terminology to interact with others about the target language when the course is done. 

On the other hand, I've experienced how helpful it is to stay in Greek and entirely avoid English.   I use the Greek grammatical terms for things that come up again and again as we communicate and figure out meaning in Greek.  These tend to be the difficult bits that we keep on referring to and learning over and over, e.g. παρατατική & αοριστος οψεις, ἑαυτική, κοινή διαθεσεις.  I don’t’ find I need to use the Greek for certain other grammatical terms such as cases, because I can “talk” about the cases in our classroom sign language.

2  Joel Thomas has a long series of blog posts about using Where Are Your Keys to teach English in Turkey.  He has some very good insights.  I could not agree more with his latest blog about output being a reflex and praise for the “Mumble” technique.

3  Here is a website for sharing Koine stories.  I’ve just rediscovered the site.  I’ve contacted the owner asking if he intends to maintain the site.  I may start contributing some stories.  The Story Tagging page is interesting.  He apparently has a way of taking a basic story and altering it automatically (e.g .singular à plural). 

4  An interesting blog by Randy Gibbons updating the progress on the Comenius project.

[Σαῦλος]

HERE is the best little video in Greek that I've seen for quite a while!  

ROCK PAPER SCISSORS

[Σαῦλος]

Keith Nazworth has a new Ancient Greek instructional video up.  The 1st five minutes give a nice explanation of the communicative approach to learning a language.  The rest of the video is a lesson he is conducting using a drawing/describing method.   It reminds me of the "Shadowing" method of learning a language.  I think this is a viable method for teaching through videos.  I don't think a truly communicative method can be done through a video.

[Σαῦλος]

Here's an excerpt from a transcript of an interesting podcast I just listened to. Highlighting is obviously my doing.  I hope I'm not stretching the speaker's intent to apply this sentiment to reading Greek.   Decyphering meaning via internal grammatical analysis may not make a reader raving mad, but it is an unnatural mental exercise.  Σαῦλος. 

“Grammar is in the service of meaning.  My overall view of grammar is that the grammar of a language is a mediating mechanism which is inaccessible to introspection.  You cannot look into your own mind and look at your grammar.  It’s hidden behind iron doors, and for a very good reason because you would be raving mad in two seconds if you had to consult your grammar explicitly every moment you were speaking.  But the grammar of a language is a mechanism that transforms well structured thoughts prepared for expression, into sound.  So the grammar is a transformational mechanism converting thoughts, propositional thoughts, under a speech-act operator into a perceptible form…. The central thought is… that there is an underlying structure to each sentence of a language.  And that underlying structure represents the meaning in some codified form and what we have to do is find out what that form looks like and how grammar transforms it into surface structure.”

Seuren, P. (2015, March 18). From Whorf to Montague: Explorations in Theory of Language. @46min. [podcast]. Retrieved April 23, 2015: http://newbooksinlanguage.com

[Σαῦλος]

I have a couple new videos up.

The first deals with "gesturing" the cases.  I had created a video about this when I was just considering how to do it.  This video shows the physical signals that we consistently use for the cases.  Using these signals has been indispensible.

The second is a review video on the cases that I created for my students - excerpts from two lessons.  I tried to focus on the 3rd Person Personal Pronoun (if there is such a thing in Greek).  I use the demonstrative for Nominative.

[Σαῦλος]

Christopher Rico has uploaded on Academia a paper about the Polis Method of learning language.

https://www.academia.edu/s/0da0c79fe3?source=link

[Σαῦλος]

Why is it typical that teachers of living foreign languages take classes in Second Language Acquisition, while teachers of Latin and Ancient Greek do not?  

Michigan State University has a Masters of Arts in Foreign Language Teaching that looks ideal.  At their home page you will find a link to an "Interactive outline of some of the major terms in SLA."  From a cursory look at it, it seems like good place to start in my self-education of Second Language Acquisition theories.

  

Post interesting links to articles, software, books, etc.

[Jonathan Robie]

At a more fundamental level: is there any such thing as a Masters of Arts in Classical Language Teaching?

Jonathan

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[Micheal W. Palmer]

That would be pretty awesome, Jonathan, but I don't think we're quite there yet. Programs like the one at Michigan State are a great place to look for anyone interested in establishing a Master of Arts in Classical Language Teaching!

--

Micheal W. Palmer

http://Greek-Language.com

[Σαῦλος]

Post interesting links to articles, software, books, etc.

“Ever been unsure about how todeal with a drunken family member returning from an orgy? A collection of newlytranslated textbooks aimed at Greek speakers learning Latin in the ancientworld might hold the solution….” 

[Σαῦλος]

The role of output is a common topic of debate among teachers who espouse the Krashen theory of Comprehensible Input.

Here's a sensible article on that topic.

http://martinabex.com/2014/07/19/output/

[Σαῦλος]

Here's an Illustrated Dictionary of Latin and Greek (1849).  The drawings are nice, the explanations of some things quite detailed, the text is only searchable for Latin/English.  The primary focus is Latin, but Greek also given.

https://archive.org/details/illustratedcompa00richuoft

Post interesting links to articles, software, books, etc.

[Dewayne Dulaney]

There is a Greek index in the back, though. Looking forward to using this.

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"In the world you will have trouble. But, be brave! I have defeated the world!"
—John 16:33, DDV (Dewayne Dulaney Version)

[Σαῦλος]

Seumas writes another good post about Ancient Language pedagogy:  Semi-regular rant on Greek language pedagogy

[Σαῦλος]

I found this series of videos by Bill VanPatten very helpful.  My take away is that true language acquisition happens when genuine communication takes place.  According to VanPatten, even role playing is not genuine enough to qualify.  Some implications for my teaching Greek (via a communicative approach) are:

• The "Where Are Your Keys" (WAYK) game works because it is genuine communication.  Four players are sitting at a table manipulating real fruit and pens and rocks.  When I say, "δώσω σοι τὸν κάλαμον μου εἰ δώσεις μοι τὸν κάρπον σου" (I'll give you my pen if you give me your fruit), real life communication is happening.
  
• Total Physical Response (TPR) is clearly real communication.  When I say ἀνάστηθι (stand up!) and the student does stand up, real communication has taken place.
  
• Teaching Proficiency through Reading and Stories (TPRS) communication is taking place.  I really am reading a story.  I am asking questions about a story that truly was read and comprehended.  Students are giving right or wrong answers to my questions.  Communication!
  
• When I stop and teach some explicit grammar or grammatical terms, communication is not taking place.  However, when the grammar follows a series of communication events which uses the point in question, the grammar can consolidate learning.  Eventually, students recognize that the grammatical "rule" can be generalized or applied in other communication.  Learning does advance through it.  And this is one of the advantages of teaching adults, rather that children who in other regards pick up language like a sponge.  Adults can make logical extrapolations.
  

 

Van Patten also has some interesting things to say about mixing L1 and L2 language in instruction.  When students are forced to give output beyond their ability, they simply overlay the L2 on top of a L1 mental representation. True learning does not advance.

Bill VanPatten MiWLA 2013 Presentation: What everyone Should Know about Second Language Acquisition (Video One of Six)

https://www.youtube.com/watch?v=X1LRoKQzb9U

[Σαῦλος]

Many of the blogs on teaching via a Communicative Approach (or, Comprehensible Input teaching) are written by teachers of modern languages in the USA.  Much of the discussion is off target for a teacher of Greek.  Here's my list of blogs or list serves that are more useful for Greek teachers:

1.  LATIN BEST PRACTICES

“The Latin—Best Practices Group is for all Latin teachers and students who are interested in applying best practices in language acquisition to their 

work in Latin….”   Watching this list is well worth it for anyone teaching Greek with a communication based approach.  This is the listserve upon which our Ancient Greek Best Practices group was based.

2.  Website connected to Latin Best Practices list - articles and resources

3.  Keith Toda "Totally Comprehensible Latin"

This link takes you to a brilliant piece of advice about a lesson plan we used in my class very successfully.

4. Seumas McDonald “The Patrologist”

The blog covers many topics, but regularly comments on communicative methods.  This link takes you to one of Seumas’s more recent articles on the topic.

5. Justin Slocum Baily "Indwelling Language"

A blog written by a Latin teacher.  This link takes you to his brilliant defense of communicative methods in teaching Latin. 

6. Susan Gross TPRS

A collection of articles on teaching using TPRS.

7. Laurie Clarcq  “Embedded Reading”

Not a blog, but a good resource to learn more about embedded (leveled, scaffolded) story writing and their use in a classroom.

8. WAYK LATIN GROUP

A mostly inactive group, but there are some very good archived discussions.  “Welcome to the "Where Are Your Keys? Latin" group. This group is dedicated to the sharing of ideas for using WAYK in the Latin classroom. Please take the time to introduce yourself to the group and how you came to learn about WAYK/what your experience with WAYK has been.”

9. Martina Bex “The Comprehensible Classroom”

Blog about teaching Spanish using CI input. The link takes you to a recent article which makes a useful distinction between creating lessons aiming at the ability to perform a task versus lessons which are drawn from and aiming at a text. I have yet to explore many of the other articles.Many of the ever-multiplying blogs on teaching via a Communicative Approach (or, Comprehensible Input teaching) are written by teachers of modern languages in the USA.  Much of the discussion is off target for a teacher of Greek.  Here's my list of blogs or listserves that are more useful for Greek teachers:

On Thursday, December 3, 2015 at 2:41:09 PM UTC+2, Σαῦλος wrote:

[Rockgerus]

Great! It's very helpful. Regarding "Where Are Your Keys" technics, could you recommend me some bibliography I can find on the Internet or order through Amazon? thanks again. I really appreciate all the things you share. :)

[Paul D. Nitz]

The best way to learn more about WAYK is to watch some of the videos. 

 

Check out their website:

http://www.whereareyourkeys.org/

 

The most important video is the “Core introduction to WAYK” http://vimeo.com/27057735

 

Check out also the break off group from WAYK called “Language Hunters.”

http://languagehunters.org/

 

The head of Language Hunters, Willem Larsen, wrote a handbook about the WAYK (aka Language hunting) method. 

I have it and found it useful, but not quite as useful as watching the videos.

https://leanpub.com/languagehunterskit

 

Paul

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[Σαῦλος]

Lancelot, C., & Nugent, T. (1817). A new method of learning with facility the Greek tongue .. London, F. Wingrave, & J. Collingwood. Retrieved from http://archive.org/details/newmethodoflearn00lanc

[Σαῦλος]

James Tauber created a video explaining Greek accent rules in a way I hadn't before seen.

https://vimeo.com/191687615

[Σαῦλος]

Fascinating Cambridge University Research Links Endangered Pontic Greek Dialect to Ancient Greek

http://www.pappaspost.com/fascinating-cambridge-university-research-links-endangered-pontic-greek-dialect-to-ancient-greek/

[Σαῦλος]

At the link below, you'll find a ten minute podcast by a Greek teacher.  He describes his family and the school where he teaches.

https://www.podomatic.com/podcasts/sermonesraedarii/episodes/2017-02-18T08_39_17-08_00

[Σαῦλος]

Seumas's blog site has a couple interesting blogs - don't miss the comments below.

https://thepatrologist.com/2017/03/25/some-rambling-thoughts-on-an-ideal-ancient-languages-classroom/comment-page-1/#comment-931

https://thepatrologist.com/2017/02/21/orbergs-lingua-latina-an-introduction-for-the-uninitiated/

In the comments, I was alerted to an interesting thesis paper.  I've downloaded it, but haven't read it yet:

POTENTIAL APPLICATIONS OF SECOND LANGUAGE ACQUISITION THEORY AND MODERN LANGUAGE TEACHING CURRICULUM TO KOINE GREEK PEDAGOGY. 

Citation:

Taylor, A. I. (2009). Potential applications of second language acquisition theory and modern language teaching curriculum to koine greek pedagogy. University of Birmingham. Retrieved from http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531441

Abstract:

This thesis explores the possibility of changing the prevailing method of teaching for Hellenistic Greek, which is the grammar-translation method. First the processes of first and second language acquisition (i. e. how we as human beings learn to understand and produce language and the reasons why) are explored in order to illustrate that the learning of a language is distinct in many ways from the learning of other types of information; and therefore requires a teaching method specifically designed to instruct students in a language’s phonology, semantics, syntax, and pragmatics. From there, the work moves on to show how a growing understanding of those processes has affected the evolution of modem language teaching curriculum; and to show some ways in which the various syllabi and new methods can be applied to instruction in Koine. Finally, it reviews course materials already available for Greek teachers, their strengths and weaknesses in light of what language acquisition involves.

Available (with registration) here:

http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531441

[Seumas Macdonald]

I have to say, I read through Taylor's thesis and didn't find it particularly enlightening. You will not necessarily find much in the way of new ideas, though I would also say you are more than welcome to read and assess it for oneself.

Although on the Latin side of things, there's another thesis that may interest members here:

Living Latin: Exploring a Communicative Approach to Latin Teaching Through a Sociocultural Perspective on Language Learning Lloyd, Mair Elizabeth (2017). Living Latin: Exploring a Communicative Approach to Latin Teaching Through a Sociocultural Perspective on Language Learning. PhD thesis The Open University. Abstract This study is motivated by the search for new practices to enhance the teaching of ab initio Latin in UK universities. It arises out of a perception that traditional methods leave some students failing to achieve course aims, their own study goals, and, in the longer term, struggling to read Latin texts with understanding and engagement. At the outset of this research, there was little recent information on Latin pedagogy in UK universities or on student opinions on provision. Some scholarship expressed dissatisfaction with the quality of Latin reading skills attained, but little work had been done on defining the nature of desirable skills or in exploring how they might be attained or investigated. This study instigates progress in all these areas.   To advance understanding of how Latin learning takes place and to investigate the potential benefits of existing conceptual and pedagogical frameworks, this study draws on modern language learning theories and teaching practices and explores the application of Vygotskian sociocultural theory to learning events taking place under a communicative teaching approach.   Research methods were selected pragmatically, with quantitative methods deployed to obtain a comprehensive snapshot of current practice in UK universities, while the more complex areas of learning events and perceived benefits were investigated through a combination of participant observation, interviews and innovative reading and drawing exercises.   The findings confirm that traditional ab initio Latin teaching approaches are not well-aligned with learners’ goals, establish the value of taking a broader approach to pedagogy and provide new ways of defining and investigating Latin reading skills. This research has the potential to enhance Latin pedagogy in UK universities and other institutions. It makes a seminal contribution to applying language learning theories to Latin and suggests innovative methods for aligning students’ needs and expectations

Retrieved from http://oro.open.ac.uk/48886/

In this case, I haven't read the thesis and can't offer an opinion at this stage.

Seumas

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[Fletcher]

I'm hoping to work on a series of readings for a class that I'm teaching that are kind of like Familia Romana but in Greek and based on the Gospels, probably Luke mostly. The idea is to get repetition and a question/answer format while limiting the amount of vocab that the reader needs to comprehend each reading. Here's the first one: http://amindforlanguage.com/greek/2018-11-13-israel-at-the-time-map. Comments and criticism are welcome. I'll be happy to post further lessons as I get them done. Note that i'm cheating on the accents a bit and I don't mark the breathing marks.

[Rockgerus]

Dear all, 

I'm not sure if someone already posted a link to this article:  Modernizing Classical Language Education: Communicative Language Teaching & Educational Technology Integration in Classical Greek. 

I did a quick search in the group but could not find it. So here it is. If some did post just ignore it. I think it's a very good article with lots of bibliography to other articles or studies that back up what we have been actually doing, or we try to do.  

I would like, however, to point one thing in which I do not agree entirely. In page 10 the author says the following: 

Since we don’t want to cut out grammar instruction completely from our curriculum because it is an important part of language competence (Larsen-Freeman, 1997; Richards & Rogers, 2001), we could use an exercise where students develop their own grammatical definitions (Lloyd, 2005) and use a wiki to take a solitary activity and transform it into one where students collaborate with each other, with guidance from the instructor, in order to come up with definitions of grammar that are factual and make sense to them.

I agree that we should not cut out entirely grammar instruction from our curriculum. As a linguist and philologist I really love grammar, but I'm never sure when it would be better to teach it. I usually explain it, when I'm asked. That´s it, that how I would include it in our curriculum. 

But the point that I find hard to accept is the  "exercise where students develop their own grammatical definitions ". I support the idea of students defining and explaining things in their own words but inventing new words in Greek for speaking about grammar –whenever the moment comes to speak about it– would make everything very chaotic. For this reason, I think it would be better to stick to the terms that Greeks used. Especially now that we are a worldwide community some common consistency on this matter would be desirable. 

 In the book Ἀλέξανδρος, τὸ ἑλλνικὸν παιδίον, we can find a good summary of all these terms. But recently I also came across the ἡ κατ ἐπιτομὴν γραμματικὴ by Νεόφυτος Δούκας (here the link to the PDF file), where we can find the whole spectrum of Greek Grammar in the most archaizaising way possible. (archaizaising, apparently this word does not exist in English, or maybe I just don't know how to write it :p, but you get it). 

So, yes, Dyonisus Thrax hardly says anything about syntax, and Apollonius Dyscolus, well, is dyscolus to read. So  Doukas grammar book is the best next step after τὸ ἑλλνικὸν παιδίον, regarding grammar. 

p.s.1. thank you for your suggestions regarding the use of dictionaries for the course I thought in Poland. I did as you said and it worked pretty well. :D

p.s. 2. καλὰ χριστούγεννα!

[Σαῦλος]

At this site, you can hear an excellent Modern Greek reading of a text.  Simultaneously, a Greek text with English below it is highlighted.  Interesting!

https://www.megalos.gr/simos/gospel_of_john_21#

On Thursday, December 3, 2015 at 2:41:09 PM UTC+2, Σαῦλος wrote:

[Σαῦλος]

Check out the wonderful video on KaineDiatheke.

https://www.kainediatheke.com/ntvideo

He took a well-done cartoon of the parable of the tax-collector and dubbed it with the Greek text.  Close Captioning option shows the text.  Wonderful!

[Σαῦλος]

Seems that link doesn't work right.  Try starting at this link.  https://www.megalos.gr

[Σαῦλος]

Coderch has made his Latin and Greek grammars available FREE as a pdf.

http://coderch-greek-latin-grammar.weebly.com/

[Dewayne Dulaney]

μεγα εστι, magnum est! I've long wanted to look at his grammars, but didn't have room in the budget to buy them. They will be interesting to review.

Another great (and fun) resource by the same author is his Akropolis World News (http://www.akwn.net), where once a week he posts news articles and other material relating to the modern world in Neo-Attic Greek. I've read those from time to time over the years and always found AKWN to be an excellent resource.

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"In the world you will have trouble. But, be brave! I have defeated the world!"
—John 16:33, DDV (Dewayne Dulaney Version)

My Bible blog: Let Ancient Voices Speak, http://letancientvoicesspeak.wordpress.com

[Dewayne Dulaney]

On Sat, Mar 30, 2019 at 2:58 AM Σαῦλος <pn...@seelsorger.org> wrote:

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