Or https://github.com/jtauber/greek-accentuationJonathan Robie wrote:A really good starting point might be Greek Accents: A Student's Manual, by D.A. Carson.
Search found 60 matches
- November 25th, 2016, 8:29 pm
- Forum: Syntax and Grammar
- Topic: Adding accents
- Replies: 19
- Views: 7296
Re: Adding accents
- March 20th, 2016, 6:37 pm
- Forum: Projects
- Topic: Unicode Greek friendly Unix tools
- Replies: 11
- Views: 21981
Re: Unicode Greek friendly Unix tools
I'm finding that my awk | sort isn't working so well because the standard util 'sort' doesn't grok Unicode Greek (it treats the precomposed characters as if they don't exist). Any advice for basic Unicode Greek compliant tools, etc.? While I do basic stuff on the Unix command line, I switch to Pyth...
- December 19th, 2015, 3:05 am
- Forum: Teaching Methods
- Topic: Teaching lookalikes for a passage
- Replies: 18
- Views: 24409
Re: Teaching lookalikes for a passage
Emma, I like your exercises and totally agree we should draw more from K-3 reading/phonics worksheets. Whenever I browse that section at B&N I can't help but wish similar things existed for Greek.
James
James
- December 19th, 2015, 3:04 am
- Forum: Teaching Methods
- Topic: Teaching lookalikes for a passage
- Replies: 18
- Views: 24409
Re: Teaching lookalikes for a passage
Just going by the normalised column in MorphGNT/SBLGNT, there are 289 sets[1] that are identical once diacritics and capitalisation are removed. (If you don't drop the iota subscript, you get 130). Doing a Levenshtein distance between form pairs (with decomposed unicode characters) gives 5,442 pairs...
- December 17th, 2015, 9:55 am
- Forum: Teaching Methods
- Topic: Telling Students Vocabulary Coverage Statistics
- Replies: 14
- Views: 21619
Re: Telling Students Vocabulary Coverage Statistics
I think the term "learn" needs to be looked at. Forms of the verb to be are not learnt the same way as the indeclinables. It is knowledge to know it is the verb to be, it is a skill to know that the 2nd singular is there or has to be produced in a second singular situation, and so on. Red...
- December 17th, 2015, 8:31 am
- Forum: Teaching Methods
- Topic: Telling Students Vocabulary Coverage Statistics
- Replies: 14
- Views: 21619
Re: Telling Students Vocabulary Coverage Statistics
Concrete nouns can often be learnt in isolation but almost every thing else should probably be learnt in multi-word constructions. Even nouns should probably be learnt in constructions with the article (based on 1LA stuff I've read about acquisition of gender/agreement). With our treebanks, it's fai...
- December 16th, 2015, 4:04 pm
- Forum: Teaching Methods
- Topic: Telling Students Vocabulary Coverage Statistics
- Replies: 14
- Views: 21619
Re: Telling Students Vocabulary Coverage Statistics
Looks like you are limiting the things that can appear in that slot to a known vocabulary? Just a search in the GNT where DET N τοῦ θεοῦ occurs. Relevant, I think, to Emma's original question is that verse references are given. I can imagine that might encourage early students "oh wow, I can r...
- December 16th, 2015, 10:00 am
- Forum: Teaching Methods
- Topic: Telling Students Vocabulary Coverage Statistics
- Replies: 14
- Views: 21619
Re: Telling Students Vocabulary Coverage Statistics
Here's a little prototype I wrote up a couple of years ago focused just on the pivot schema: the ____ of God.
- December 16th, 2015, 9:28 am
- Forum: Teaching Methods
- Topic: Telling Students Vocabulary Coverage Statistics
- Replies: 14
- Views: 21619
Re: Telling Students Vocabulary Coverage Statistics
If I had a reverse interlinear in machine-actionable form, it would be a fun exercise to show a passage from the NT in *English* with only the common words (by underlying Greek frequency) shown: "And the _____ day, Jesus ____ to _____ and _____ the ______. And they said to him ______. And he re...
- December 16th, 2015, 2:12 am
- Forum: Teaching Methods
- Topic: Telling Students Vocabulary Coverage Statistics
- Replies: 14
- Views: 21619
Re: Telling Students Vocabulary Coverage Statistics
The context of those vocabulary stats (both why I calculated them in the first place and how I talk about them in presentations) is largely to point out (to teachers, not students) how much can be improved by not *just* considering frequency of lexeme. A large part of the "New Kind of Graded Re...