Log In
Or create an account ->
Imperial Library
Home
About
News
Upload
Forum
Help
Login/SignUp
Index
Cover Page
Title Page
Copyright Page
Dedication
Expanded Table of Contents
Abbreviations
Foreword
Preface
Introduction
0.1. What Is This Book About?
0.2. How Is This Book Unique?
0.3. Why Is This Book Needed?
0.4. Why Include These Topics?
0.5. How Should This Book Be Used?
0.6. What Is the Intended Outcome of This Book?
Chapter 1: A Short History of Greek Studies: The Nineteenth Century to the Present Day
1.1. Introduction
1.2. The Nineteenth Century
1.2.1. The Pre-Winer Period
1.2.2. Georg B. Winer (1822)
1.2.3. Franz Bopp (1833)
1.2.4. Georg Curtius (1846ff.)
1.2.5. Brugmann and Delbrück (1886 – 1900)
1.2.6. Friedrich Blass (1896)
1.2.7. Ernest de Witt Burton (1898)
1.3. The Early Twentieth Century
1.3.1. Adolf Deissmann (1895ff.)
1.3.2. Albert Thumb (1901)
1.3.3. Jakob Wackernagel (1904)
1.3.4. James Hope Moulton (1906)
1.3.5. A. T. Robertson (1914)
1.4. Modern Linguistics
1.4.1. Ferdinand de Saussure (1916)
1.4.2. The Prague School (1920s)
1.4.3. Pierre Chantraine (1927)
1.4.4. The Decline of Greek Studies
1.4.5. J. R. Firth (1957)
1.4.6. Noam Chomsky (1957ff.)
1.4.7. James Barr (1961)
1.4.8. M. A. K. Halliday (1961ff.)
1.4.9. Joseph H. Greenberg (1963ff.)
1.4.10. Kenneth L. McKay (1965ff.)
1.4.11. Kenneth L. Pike (1967ff.)
1.4.12. Louw & Nida (1989)
1.5. The Modern Era (1989 –)
1.5.1. Stanley E. Porter (1989)
1.5.2. Buist M. Fanning (1990)
1.5.3. Further Developments
1.5.4. Encyclopedia of Ancient Greek Language and Linguistics (2014)
1.6. Conclusion
1.7. Further Reading
Chapter 2: Linguistic Theories
2.1. Introduction
2.2. Linguistics and New Testament Greek
2.2.1. The Need for Linguistic Theory
2.3. Branches of Linguistics
2.4. Linguistic Theories
2.4.1. Generative Linguistics
2.4.2. Functional Linguistics
2.5. Systemic Functional Linguistics
2.5.1. Functional
2.5.2. Systemic
2.5.3. Metafunction
2.5.3.1. Ideational Metafunction
2.5.3.2. Interpersonal Metafunction
2.5.3.3. Textual Metafunction
2.5.4. Semantics and Grammar
2.5.5. Syntagmatic Chains and Paradigmatic Choice
2.6. Functional Linguistics and New Testament Greek
2.6.1. An Example Relating to the Greek Verbal System
2.7. Further Reading
Chapter 3: Lexical Semantics and Lexicography
3.1. Introduction
3.2. Lexical Semantics
3.2.1. Symbol-Sense-Referent
3.2.2. Synonymy
3.2.3. Context
3.2.4. Lexical Choice
3.2.5. Lexical Fields
3.2.6. Ambiguity
3.2.7. Implications of Lexical Semantics
3.3. New Testament Greek Lexicography
3.3.1. Difficulties In Practice
3.3.2. Methodological Problems
3.3.3. Conclusion
3.4. Further Reading
Chapter 4: Deponency and the Middle Voice
4.1. Introduction
4.2. A Brief History
4.2.1. James Hope Moulton
4.2.2. A. T. Robertson
4.2.3. Neva F. Miller
4.2.4. Bernard A. Taylor
4.2.5. Carl W. Conrad
4.2.6. Rutger J. Allan
4.2.7. Jonathan T. Pennington
4.2.8. Stratton L. Ladewig
4.2.9. The 2010 SBL Conference
4.3. “Setting Aside” Deponency
4.3.1. Terminological Reservations
4.3.2. Reconstituting the Middle Voice
4.3.3. Categorical Rejection
4.3.4. Evaluation
4.4. Remaining Challenges
4.4.1. “Mixed Deponents”
4.4.2. “Passive Deponents”
4.4.3. Lexical Complexities
4.5. Ways Forward
4.5.1. Understanding the Middle Voice
4.5.2. Developing Voice – Lexeme Sophistication
4.5.3. Teaching & Learning
4.6. Further Reading
Chapter 5: Verbal Aspect and Aktionsart
5.1. Introduction
5.2. What Is Verbal Aspect?
5.2.1. Distinctions Between Tense, Aktionsart, and Aspect
5.2.1.1. Tense
5.2.1.2. Aktionsart
5.2.2. A Tense-Aspect Confusion
5.3. A Brief History
5.3.1. Georg Curtius
5.3.2. Early Twentieth Century
5.3.3. K. L. McKay
5.3.4. Stanley E. Porter
5.3.5. Buist M. Fanning
5.3.6. Mari Broman Olsen
5.3.7. Rodney J. Decker
5.3.8. Trevor V. Evans
5.3.9. Constantine R. Campbell
5.3.10. David L. Mathewson
5.3.11. Wally V. Cirafesi
5.3.12. Douglas S. Huffman
5.4. Verbal Aspect and Temporal Reference
5.5. Debate Over the Greek Perfect
5.6. Verbal Aspect and Exegesis
5.6.1. Aspect and Aktionsart Interactions
5.6.2. Aspect and Narrative Structure
5.6.3. Aspect and Planes of Discourse
5.7. Other Unresolved Issues
5.8. The Ways Forward
5.9. Further Reading
Chapter 6: Idiolect, Genre, and Register
6.1. Introduction
6.2. Idiolect
6.2.1. Aspectual Patterns of the Gospels
6.3. Genre
6.4. Register
6.5. Divergent Aspectual Patterns: Pragmatics, Idiolect, and Register
6.6. Conclusion
6.7. Further Reading
Chapter 7: Discourse Analysis I: Hallidayan Approaches
7.1. Introduction
7.2. Four Major Schools of Discourse Analysis
7.2.1. Summer Institute of Linguistics (SIL)
7.2.2. Halliday and Hasan
7.2.3. Continental Europe
7.2.4. J. P. Louw
7.3. Cohesion
7.4. Resources of Cohesion
7.4.1. Conjunction
7.4.2. Reference
7.4.3. Ellipsis
7.4.4. Lexical Cohesion
7.5. The Analysis of Cohesion
7.5.1. Organic Ties
7.5.2. Componential Ties
7.5.2.1. Co-Reference
7.5.2.2. Co-Classification
7.5.2.3. Co-Extension
7.6. Evaluation
7.7. Further Reading
Chapter 8: Discourse Analysis II: Levinsohn and Runge
8.1. Introduction
Stephen H. Levinsohn
8.2. Basic Theory
8.2.1. Eclecticism
8.2.2. Functional Approach
8.2.3. Idiolect
8.2.4. Markedness
8.2.5. Semantic Meaning and Pragmatic Effects
8.3. Constituent Order
8.3.1. Coherence and Discontinuities
8.3.2. Points of Departure
8.3.3. Constituent Order
8.4. Sentence Conjunctions
8.4.1. Καί and Δέ In Narrative
8.4.2. Τότε, Non-Conjunctive Καί, and Τέ Solitarium
8.5. Patterns of Reference
8.6. Backgrounding and Highlighting Devices
8.7. The Reporting of Conversation
8.8. Boundary Features
8.9. Evaluation
Steven E. Runge
8.10. Introduction
8.11. Foundations
8.11.1. Connectives
8.11.1.1. Asyndeton
8.11.1.2. Καί
8.11.1.3. Δέ
8.11.1.4. Narrative Tότε
8.11.1.5. Οὖν
8.11.1.6. Δία τοῦτο
8.11.1.7. Γάρ
8.11.1.8. Μέν
8.11.1.9. Ἀλλά
8.11.1.10. Function of Greek Connectives
8.12. Forward-Pointing Devices
8.13. Information Structuring Devices
8.14. Thematic Highlighting Devices
8.15. Runge On Romans 6:1 – 6
8.16. Evaluation
8.17. Conclusion
8.18. Further Reading
Chapter 9: Pronunciation
9.1. Introduction
9.2. Erasmus’ Error (?)
9.3. The Evidence
9.4. Guide to the Pronunciation of Koine Greek
9.5. An Argument for the Erasmian Pronunciation of New Testament Greek
9.6. Evaluation
9.7. Conclusion
9.8. Further Reading
Chapter 10: Teaching and Learning Greek
10.1. Introduction
10.2. Fresh Ideas for Traditional Methods
10.2.1. Reading Greek
10.2.2. Technology
10.2.3. Learning Styles
10.3. Immersion Methods
10.3.1. Randall Buth
10.3.2. Other Voices
10.3.3. Evaluation
10.4. Greek Retention
10.5. Conclusion
10.6. Further Reading
Conclusion
Bibliography
Index of Subjects and Names
← Prev
Back
Next →
← Prev
Back
Next →