From: Jane Harper (firstname.lastname@example.org)
Date: Mon May 11 1998 - 19:09:58 EDT
> >I think lists of vocab are useful to introduce a student to the concept of
> >structure in the language, but for acquiring the vocab, nothing beats
> >reading, reading. To learn vocab, I record all the words I have to look up,
> >frequently with notes to related words, but I no longer find the frequency
> >family lists very useful.
> Karen is right on target. Vocabulary is much better learned in context. I
I wish somebody would have told my 1st year Greek prof that!! Sigh. Do the
educators on this list use closed-book exams? It seems to me [having been an
educator in another venue] that people are best evaluated in a real-life
situation, and so I've never given a closed-book exam except over material that
would have to be recalled accurately in a life-and-death situation. [I taught
nursing.] When I'm reading, I have at least one grammar and one lexicon handy,
and it always upset me to take closed-book tests when I knew I could do much
better with resources.
> nearly all it promises, especially in analytical help. I also encourage
> students to get Louw and Nida early on so as to realize the importance of
> semantic domains.
Can somebody give me a quick and dirty definition of "semantic domain" and
explain what Louw and Nida offer above and beyond BAGD? Also, is there a book
that discusses linguistic principles at a basic level, especially those
pertinent to translation and exegesis?
Fuller NorCal/Pacific School of Religion
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