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The verb and the paragraph in Biblical Hebrew : a cognitive linguistic approachRobar, Elizabeth Johanna January 2013 (has links)
No description available.
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Some lexemes associated with the concept of JOY in Biblical Hebrew : a cognitive linguistic investigationMegahan, Michael Larry 04 1900 (has links)
Thesis(PhD)--Stellenbosch University, 2012 / ENGLISH ABSTRACT: Theories of lexical semantics have undergone an evolutionary development for centuries. Geeraerts (2010) has traced their development from the historical-philological era (circa 1880) until the early 21st century. The current situation finds two basic approaches to lexical studies, with scholars positioned on a continuum from a minimalist position to a maximalist position. The former makes a demarcation between linguistics and pragmatics, relegating word meaning to pragmatics and a separation of word knowledge from world knowledge. The latter argues that there can be no separation made between lexical meaning and contextual meaning (word knowledge and world knowledge).
The study is based on insights from the maximalist perspective. Second, it proposes that it is necessary to approach semantical studies with a composite approach taking into consideration frames, conceptual metaphor and metonymy, prototype, Idealized Cognitive Models, grammar and figurative uses of language (including non-verbal expressions and symbolic gestures) in order to have a full understanding of the concept a word or expression symbolizes. Third, all of the occurrences of a word or expression that appear in a corpus are analyzed in order to determine a possible range of polysemy as it is expressed in actual language usage.
Finally, the context of the research is Bible Translation. One question asked in the investigation is, what information gleaned from the composite model can be appropriately presented in a specialist bilingual lexicon based on a frame model?
The results of the research using the eclectic model provided a very broad understanding of some of the lexemes associated with JOY in biblical Hebrew. It was determined that these lexemes were associated with a concept of JOY that was very similar to the five-stage EVENT STRUCTURE metaphor proposed by Kövecses (2010) for emotions in English. Second, the investigation was able to verify the core features of JOY—volition, desire, determination and satisfaction—and to indicate how different construal operations activated specific features of the meaning potential in each linguistic frame. Third, the differences and similarities of each of the specific lexemes that were studied were determined and described. Fourth, it was demonstrated how the appropriate information needed by translators could be described and suggested for entry into a bilingual (biblical Hebrew-English) lexicon designed specifically for Bible Translators. / AFRIKAANSE OPSOMMING: Teoriee van leksikale semantiek het deur die eeue ‘n evolusionere proses deurloop. Geeraerts (2010) het hierdie ontwikkeling vanaf die histories-filologiese era (ongeveer 1880) tot vroeg in die 21ste eeu nagespoor. Huidiglik kan leksikale studies in twee kampe verdeel word, en geleerdes bevind hulle tipies op ‘n kontinuum tussen ‘n minimalistiese en maksimalisties posisie. Eersgenoemde maak ‘n duidelike onderskeid tussen linguistiek en pragmatiek en religeer woordbetekenis tot pragmatiek en onderskei kennis van ‘n woord van kennis van die wereld. Laasgenoemde argumenteer dat daar geen onderskeid gemaak kan word tussen leksikale betekenis en kontekstuele betekenis nie (woordkennis en kennis van die wêreld).
Hierdie studie berus op insigte van die maksimalistiese perspektief. Tweedens, dit stel voor dat dit nodig is om semantiese studies te benader met ‘n meervoudig saamgestelde benadering. So ‘n benadering neem in ag die raamwerk (“frame”), konseptuele metafoor en metonomie, prototipe, “Idealized Cognitive Models”, grammatika en figuurlike gebruike van taal (insluitend nie-verbale uitdrukkings en simboliese gebare) sodat by ‘n deeglike verstaan van die konsep wat ‘n woord of uitdrukking simboliseer, gekom kan word. Derdens, al die gebruike van ‘n woord of uitdrukking wat in ‘n korpus voorkom, word ontleed om te bepaal of ‘n polisemiese verband gepostuleer kan word tussen die uitdrukkings soos dit gebruik word.
Ten slotte, die konteks van hierdie studie is Bybelvertaling. Een vraag wat konsekwent in die ondersoek gevra is, is welke informasie wat verkry is deur die meervoudig saamgestelde benadering kan op ‘n gepaste manier aangebied word in ‘n tweetalige leksikon wat rus op ‘n raamwerkmodel (“frame model”).
Die resultate van die navorsing waarin die eklektiese model gebruik is, het tot ’n bree verstaan van die konseptualisering van VREUGDE in Bybelse Hebreeus gelei. Daar is vasgestel dat die emosie VREUGDE in Bybelse Hebreeus ooreenstem met die vyf-fase GEBEURTENIS-STRUKTUUR metafoor wat deur Kovecses (2010) voorgestel is vir emosies in Engels. Tweedens, die ondersoek was in staat om die kern-eienskappe van vreugde te verifieer—wil, begeerte, determinasie and satisfaksie—asook om aan te dui hoe verskillende konstruerende (“construal”) operasies aspekte van die betekenispotensiaal in spesifieke raamwerke aktiveer. Derdens, die verskille en die ooreenkomste van elke spesifieke lekseem wat na vreugde verwys, is vasgestel en beskryf. Vierdens is daar gedemonstreer hoe inligting wat ter sake is vir vertalers, beskryf kan word.
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Idioms in Biblical Hebrew : towards their identification and classification with special reference to 1 and 2 SamuelVan Den Heever, Cornelius Marthinus 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study seeks to identify and classify idioms in the Hebrew Bible. Based on a survey
of literature on idioms in general, and in Biblical Hebrew in particular, the necessary
conditions for idiomaticity are identified as (1) multi-word character, (2) semantic noncompositionality,
(3) unit status, (4) conventionalisation, (5) a verbal nucleus, and
(6) a content message. Restricted variability and uniqueness may also be indicative of
idiomaticity, although these are not regarded as necessary conditions. Accordingly,
idiom is defined as a conventionalised multi-word symbolic unit with a verbal nucleus
and a content message, whose global meaning is a semantic extension of the combined
meanings of its constituent elements.
These criteria were applied to 1 and 2 Samuel, and 104 idioms were identified. The
results suggest that the proposed definition is an effective aid to identifying idioms,
with certain caveats. In line with Granger and Paquot’s phraseological classification,
the multi-word character of idioms is interpreted to imply a verb plus at least one
more semantic (as opposed to grammatical) element. Semantic compositionality is
shown to be a complex concept that should be understood as the overall meaning of
an expression being an extension of the combined meanings of its individual lexical
constituents. Conventionalisation and unit status prove to be virtually impossible to
determine with certainty for expressions in the Hebrew Bible. Researchers should also
be aware that there is an inevitable degree of subjectivity involved in the application
and interpretation of the idiom characteristics proposed in this study. A preliminary semantic classification of the idioms found in 1 and 2 Samuel is
proposed, based on the lexicographical system developed by De Blois (2000) for the
Semantic Dictionary of Biblical Hebrew. The results of this study suggest that, with
some improvements and adjustments, De Blois’s framework is suitable for classifying
and representing Biblical Hebrew idioms. The greatest obstacle in using this system is
shown to be the counterintuitive names of a number of categories. A complete
alphabetical list of idioms from 1 and 2 Samuel is provided in Appendix A, together
with the relevant semantic information for each. A classification of these idioms
according to lexical semantic domains is presented and discussed in Chapter 5, while
alternative ways of arranging them (viz. by contextual semantic domains, underlying
conceptual metaphors, and terms for body parts) are provided in Appendices B to D.
This study demonstrates that idioms are semantically motivated (by conceptual
metaphor, metonymy, symbolic acts, etc.) although their meaning is semantically noncompositional.
It also indicates the need for a more systematic treatment of idioms in
Biblical Hebrew lexicons. / AFRIKAANSE OPSOMMING: Hierdie studie poog om idiome in die Hebreeuse Bybel te identifiseer en te klassifiseer.
Die volgende noodsaaklike voorwaardes vir idiomatisiteit is geïdentifiseer op grond
van ’n oorsig van die literatuur oor idiome in die algemeen en in Bybelse Hebreeus in
die besonder: (1) meerwoordigheid, (2) semantiese nie-komposisionaliteit, (3) eenheidstatus,
(4) konvensionalisering, (5) ’n werkwoordelike kern en (6) ’n inhoudelike boodskap.
Beperkte veranderbaarheid en uniekheid kan ook dui op idiomatisiteit, maar dit
word nie as noodsaaklike voorwaardes beskou nie. Gevolglik word idioom gedefinieer
as ’n gekonvensionaliseerde, meerwoordige simboliese eenheid met ’n werkwoordelike
kern, waarvan die geheelbetekenis ’n semantiese uitbreiding is van die gekombineerde
betekenisse van die elemente waaruit dit saamgestel is.
Die bogenoemde kriteria is in 1 en 2 Samuel toegepas, en daar is 104 idiome geïdentifiseer.
Die resultate dui daarop dat die voorgestelde definisie van idiomatisiteit, met inagneming
van sekere voorbehoude, ’n effektiewe hulpmiddel vir die indentifisering van
idiome is. In lyn met Granger en Paquot se fraseologiese klassifikasie word daar van die
veronderstelling uitgegaan dat die meerwoordigheid van idiome ’n werkwoord plus
minstens een ander semantiese (teenoor grammatikale) komponent behels. Daar word
aangetoon dat semantiese komposisionaliteit ’n komplekse begrip is en dat dit verstaan
moet word as ’n uitbreiding van die kombinasie van die betekenisse van die afsonderlike
leksikale elemente waaruit ’n uitdrukking saamgestel is, om ’n geheelbetekenis
te vorm. Om die konvensionalisering en eenheidstatus van uitdrukkings in die
Hebreeuse Bybel met sekerheid vas te stel, blyk feitlik onmoontlik te wees. Navorsers
moet ook daarvan bewus wees dat daar ’n onvermydelike mate van subjektiwiteit betrokke
is by die toepassing en verstaan van die idioomkenmerke wat in die huidige
studie voorgestel word. ’n Voorlopige semantiese klassifikasie van die idiome wat in 1 en 2 Samuel geïdentifiseer
is, word voorgestel, gebaseer op die leksikografiese sisteem wat deur De Blois
(2000) vir die Semantic Dictionary of Biblical Hebrew ontwikkel is. Die resultate van
hierdie studie doen aan die hand dat De Blois se raamwerk, met ’n paar veranderinge
en verbeteringe, geskik is vir die klassifisering en uiteensetting van idiome in Bybelse
Hebreeus. Daar word aangetoon dat die grootste hindernis om die genoemde sisteem
te gebruik, die teen-intuïtiewe benaminge van ’n aantal kategorieë is. ’n Volledige alfabetiese
lys van die idiome uit 1 en 2 Samuel, met toepaslike semantiese inligting by elk,
word in Bylae A aangebied. ’n Klassifikasie van hierdie idiome volgens leksikale semantiese
domeine word in Hoofstuk 5 voorgehou en bespreek, terwyl alternatiewe indelings
(nl. volgens kontekstuele semantiese domeine, onderliggende konsepsuele metafore
en terme vir liggaamsdele) in Bylaes B tot D aangebied word.
Hierdie studie toon aan dat idiome semanties gemotiveer word (deur konsepsuele metafore,
metonimie, simboliese handelinge ens.), alhoewel hulle betekenis niekomposisioneel
is. Die behoefte aan ’n meer sistematiese bewerking van idiome in Bybelse
Hebreeuse leksikons word ook uitgewys.
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Learning biblical hebrew vocabulary : insights from second language vocabulary acquisitionThompson, Jeremy Paul 12 1900 (has links)
Thesis (DPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Though Biblical Hebrew (=BH) is no longer a spoken language, students continue to learn it for the
purpose of reading, or at least interacting at a deeper level, with the text of the Hebrew Bible. This
suggests that BH shares with any modern language learning course the goal of learning to read. One
important part of learning to read is the acquisition of an adequate number of vocabulary items. The
purpose of this study is to determine which insights from Second Language Vocabulary Acquisition
(=SLVA) research and related fields hold the most promise for a new — and possibly more effective
— approach to learning BH vocabulary, to evaluate currently existing BH instructional materials in
light of these insights, to develop a new approach based on these insights, and to test aspects of the
new approach empirically.
Researchers in SLVA have uncovered a number of helpful insights concerning how vocabulary and
vocabulary learning should be defined as well as concerning how vocabulary is best learned. On the
other hand, BH instructional materials reflect little to no influence from these insights. These
materials have continued to define vocabulary narrowly as individual words and continued to
conceive of vocabulary learning primarily as pairing form and meaning in contrast to the much more
sophisticated definitions found in the SLVA literature. For example, SLVA researchers consider items
beyond the word level, such as idioms, to be vocabulary (Moon 1997; Lewis 1993, 1997). BH
instructional materials have also failed to include a significant number of beneficial Vocabulary
Learning Strategies (=VLSs), while including some VLSs that are either intrinsically problematic or
problematic in the ways they are employed. For example, the strategy of learning semantically related
items together is common in BH instructional materials, though it has been shown to be problematic
in a considerable number of experimental studies (e.g. Nation 2000; Finkbeiner & Nicol 2003;
Papathanasiou 2009).
Since SLVA research has yet to influence BH instructional materials, a new approach to BH
vocabulary learning is warranted. This new approach is based on sound theory concerning what
vocabulary is and what it means to learn it, while offering learners as many helpful strategies for
learning lexical items as possible. To justify this new approach, a set of experimental studies was run
including one longitudinal case study and three larger-scale experiments. This testing was partial in
nature since it was only possible to test one variable at a time. The testing revealed a number of
important areas for future research into BH vocabulary learning. / AFRIKAANSE OPSOMMING: Alhoewel Bybelse Hebreeus (=BH) nie meer gepraat word nie, hou studente aan om dit aan te leer vir
die doel om te lees, of ten minste om op ‘n dieper vlak met die oorspronklike teks van die Hebreeuse Bybel om te gaan. Dit impliseer dat die aanleer van BH net soos met die aanleer van moderne tale, ten doel het om die taal te kan lees. Een belangrike aspek van om te leer lees, is om die woordeskat aan
te leer wat vir hierdie doel nodig is. Die doel van hierdie studie is om vas te stel watter insigte, verkry
uit Tweede Taal Woordeskat-Aanleer (=TTWA) navorsing en ander verwante studievelde, die meeste
belofte inhou vir ‘n nuwe – en moontlik meer effektiewe – benadering tot die leer van BH
woordeskat; om huidige BH leermateriaal te evalueer, in lig van hierdie insigte; om ‘n nuwe
benadering te ontwikkel gebaseer op hierdie insigte; en om aspekte van die nuwe benadering empiries toets. Navorsers in TTWA het al heelwat insig verkry in hoe woordeskat en die aanleer van woordeskat
gedefineer behoort te word, sowel as aangaande die mees effektiewe maniere waarop woordeskat
aangeleer kan word. Dit lyk egter of beskikbare BH leermanier niks of baie min by hierdie insigte
baatgevind het. Hierdie materiaal handhaaf tipies ‘n baie nou definisie van wat woordeskat is, te
wete, individuele woorde. Dit beskou dus die aanleer van woordeskat as die aanleer van hoofsaaklik
woordpare met verskillende vorme en betekenisse, in plaas daarvan om die meer gesofistikeerde
definisies te gebruik wat in TTWA literatuur gevind word. TTWA navorsers beskou, byvoorbeelde
idiome, wat uit meer as een woord kan bestaan, ook as woordskat-eenhede (Moon 1997; Lewis 1993,
1997). BH leermateriaal gebruik selde van die groot getal beskikbare nuttige Woordeskat Leer-
Strategieë (=WLS). Daar word eerder dikwels strategieë gebruik wat volgens TTWA navorsing nie
baie effektief is nie.’n Goeie voorbeeld in hierdie verband is die strategie om semanties-verwante
items saam te leer. Empiriese navorsing het aangetoon dat hierdie strategie sonder twyfel problematies
kan wees (bv. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009).
Aangesien TTWA feitelik nog geen beduidende invloed op BH leermateriaal gehad het, is ‘n nuwe
benadering tot die aanleer van BH woordeskat waarin TTWA insigte verreken word, geregverdig.
Hierdie nuwe benadering is gebaseer op ‘n deeglik begrondige teoriese model aangaande wat
woordeskat is, en wat dit beteken om dit te leer. Verder kan geput word uit die skat van nuttige
strategieë wat al in TTWS geïdentifiseer is om sodoende aan BH leerder strategieë te bied wat
hulleself al bewys het. Om die nuwe benadering empiries te begrond, is ‘n reeks eksperimentele
studies geloods. Nie alle aspekte van die nuwe model kon sistematies getoets word nie. Die grondslag
vir verdere navorsing is egter gelê.
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