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Language of the Old Testament: Biblical Hebrew “The Holy Tongue”
E-ISSN 2281-4612 Academic Journal of Interdisciplinary Studies Vol 4 No 1 ISSN 2281-3993 MCSER Publishing, Rome-Italy March 2015 Language of the Old Testament: Biblical Hebrew “The Holy Tongue” Associate Professor Luke Emeka Ugwueye Department of Religion & Human Relations, Faculty of Arts, Nnamdi Azikiwe University, PMB 5025, Awka- Anambra State, Nigeria Email: [email protected] phone - 08067674763 Doi:10.5901/ajis.2015.v4n1p129 Abstract Some kind of familiarity with the structure and thought pattern of biblical Hebrew language enhances translation and improved ways of working with the language needed by students of Old Testament. That what the authors of the Scripture say also has meaning for us today is not in doubt but they did not express themselves primarily for us or in our language, and so it requires training on our part to understand them in their own language. The features of biblical Hebrew as combined in the language’s use of imagery and picturesque description of things are of huge assistance in this training exercise for a better operational knowledge of the language and meaning of Hebrew Scripture. Keywords: Language, Old Testament, Biblical Hebrew, Holy Tongue 1. Introduction Hebrew language is the language of the culture, religion and civilization of the Jewish people since ancient times. It belongs to the northwest ancient Semitic family of languages. The word Semitic, according to Kitchen (1992) is formed from the name Shem, Noah’s eldest son (Genesis 5:32). It is an adjective derived from ‘Shem’ meaning a member of any of the group of people speaking Akkadian, Phoenician, Punic, Aramaic, and especially Hebrew, Modern Hebrew and Arabic language. -
Saudi Dialects: Are They Endangered?
Academic Research Publishing Group English Literature and Language Review ISSN(e): 2412-1703, ISSN(p): 2413-8827 Vol. 2, No. 12, pp: 131-141, 2016 URL: http://arpgweb.com/?ic=journal&journal=9&info=aims Saudi Dialects: Are They Endangered? Salih Alzahrani Taif University, Saudi Arabia Abstract: Krauss, among others, claims that languages will face death in the coming centuries (Krauss, 1992). Austin (2010a) lists 7,000 languages as existing and spoken in the world today. Krauss estimates that this figure could come down to 600. That is, most the world's languages are endangered. Therefore, an endangered language is a language that loses her speakers within a few generations. According to Dorian (1981), there is what is called ―tip‖ in language endangerment. He argues that a language's decline can start slowly but suddenly goes through a rapid decline towards the extinction. Thus, languages must be protected at much earlier stage. Arabic dialects such as Zahrani Spoken Arabic (ZSA), and Faifi Spoken Arabic (henceforth, FSA), which are spoken in the southern region of Saudi Arabia, have not been studied, yet. Few people speak these dialects, among many other dialects in the same region. However, the problem is that most these dialects' native speakers are moving to other regions in Saudi Arabia where they use other different dialects. Therefore, are these dialects endangered? What other factors may cause its endangerment? Have they been documented before? What shall we do? This paper discusses three main different points regarding this issue: language and endangerment, languages documentation and description and Arabic language and its family, giving a brief history of Saudi dialects comparing their situation with the whole existing dialects. -
The Hebrew-Jewish Disconnection
Bridgewater State University Virtual Commons - Bridgewater State University Master’s Theses and Projects College of Graduate Studies 5-2016 The eH brew-Jewish Disconnection Jacey Peers Follow this and additional works at: http://vc.bridgew.edu/theses Part of the Reading and Language Commons Recommended Citation Peers, Jacey. (2016). The eH brew-Jewish Disconnection. In BSU Master’s Theses and Projects. Item 32. Available at http://vc.bridgew.edu/theses/32 Copyright © 2016 Jacey Peers This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. THE HEBREW-JEWISH DISCONNECTION Submitted by Jacey Peers Department of Graduate Studies In partial fulfillment of the requirements For the Degree of Master of Arts in Teaching English to Speakers of Other Languages Bridgewater State University Spring 2016 Content and Style Approved By: ___________________________________________ _______________ Dr. Joyce Rain Anderson, Chair of Thesis Committee Date ___________________________________________ _______________ Dr. Anne Doyle, Committee Member Date ___________________________________________ _______________ Dr. Julia (Yulia) Stakhnevich, Committee Member Date 1 Acknowledgements I would like to thank my mom for her support throughout all of my academic endeavors; even when she was only half listening, she was always there for me. I truly could not have done any of this without you. To my dad, who converted to Judaism at 56, thank you for showing me that being Jewish is more than having a certain blood that runs through your veins, and that there is hope for me to feel like I belong in the community I was born into, but have always felt next to. -
Iberian Imperialism and Language Evolution in Latin America
11 * The Ecology of Language Evolution in Latin America: A Haitian Postscript toward a Postcolonial Sequel michel degraff While reading the preceding chapters in this volume, on Iberian Imperial- ism and Language Evolution in Latin America, I kept trading two distinct hats on my bald head: one for the theoretical linguist interested in the cognitive aspects of language contact and language evolution, the other for the MIT professor challenged by social injustice in language policy and education in my native Haiti and other Creole-speaking communi- ties. These communities, like many others in the world, including the United States, still suff er from insidious colonial and neocolonial impe- rialist prejudices and practices. By the time I fi nished those chapters, I realized that the two hats are fundamentally made of the same material. As a theoretical linguist, I was fascinated by the contributors’ insight- ful illustrations of the complexity of language contact in Latin America— complexity in sociohistorical, ecological, and linguistic-structural dimen- sions. As a Haitian and a Haitian Creole–speaking linguist, I was curious as to how language shift, language change, language endangerment, and (meta-)linguistic correlates of social hierarchies in Iberian America may help us better understand related phenomena in the Caribbean, and vice versa. I’ve used the phrases Latin America and Iberian America with some trepidation, as I realize that the chapters to which I am responding have focused exclusively on areas of Latin America that were colonized by the Spanish or the Portuguese, leaving aside Latin American territories that were or are still under the control of France. -
Some Observations on the Hebrew Desiderative Construction – a Dependency-Based Account in Terms of Catenae1
Thomas Groß Some Observations on the Hebrew Desiderative Construction – A Dependency-Based Account in Terms of Catenae1 Abstract The Modern Hebrew (MH) desiderative construction must obey four conditions: 1. A subordinate clause headed by the clitic še= ‘that’ must be present. 2. The verb in the subordinate clause must be marked with future tense. 3. The grammatical properties genus, number, and person tend to be specified, i.e. if the future tense affix is underspecified, material tends to appear that aids specification, if contextual recovery is unavailable. 4. The units of form that make up the constructional meaning of the desiderative must qualify as a catena. A catena is a dependency-based unit of form, the parts of which are immediately continuous in the vertical dimension. The description of the individual parts of the desiderative must address trans-, pre-, and suffixes, and cliticization. Catena-based morphology is representational, monostratal, dependency-, construction-, and piece-based. 1. Purpose, means and claims The main purpose of this paper is to analyze the Hebrew desiderative construction. This construction is linguistically interesting and challenging for a number of reasons. 1. It is a periphrastic construction, with fairly transparent compositionality. 2. It is transclausal, i.e. some parts of the construction reside in the main clause, and others in the subordinated clause. The complementizer is also part of the construction. 3. The construction consists of more than one word, but it does not qualify as a constituent. Rather the construction cuts into words. 4. Two theoretically 1 I want to thank Outi Bat-El (Tel Aviv University) and three anonymous reviewers for their help and advice. -
The 3 Usage-Based Linguistics Conference 3-5 July 2017, Jerusalem
The 3rd Usage-Based Linguistics Conference 3-5 July 2017, Jerusalem Session 1: Language Change (Chair: Mira Ariel) Hebrew hevi’s path towards ‘give’: usage-based all the way Roey Gafter (Ben Gurion University of the Negev), Scott Spicer (Fulbright Postdoctoral Fellow, Northwestern University) & Mira Ariel (Tel Aviv University) In standard Hebrew, hevi, usually glossed as ‘bring’, contrasts with natan, ‘give’. However, while this may suggest that Hebrew, like English, clearly distinguishes giving events from bringing events in its verbal semantics, the usage patterns of these verbs are in fact more complex. Kuzar (1992) claimed that in recent years there is an expansion of the meaning of the verb hevi towards that of the verb natan – that hevi is gaining the meaning of ‘give’ alongside ‘bring’. Although examples such as (1) seem to point to a renewal of the ‘give’ meaning by recruitment of an innovative form (hevi), we demonstrate that such a “renewal” is not the motivating force for the change. We thus support Reinöhl and Himmelmann (to appear), who subsume traditional renewal cases under a general process of grammaticization. Ours is a case of semanticization. We examine a corpus of Hebrew blogs (Linzen 2009), and demonstrate that there is indeed an ongoing change in progress in the meaning of hevi. The results show a significant effect of the age of the speaker (p<0.001) – older speakers are more likely to use hevi for unambiguous BRING events, whereas younger speakers are more likely to use it in contexts which are also compatible with giving events, as in (2). -
Course Descriptions 2017/18 Hebrew and Jewish Studies
COURSE DESCRIPTIONS 2017/18 HEBREW AND JEWISH STUDIES Introduction to Biblical Hebrew HEBR1005 (UG)/HEBRG045 (PG)/ HEBR1005A (Affiliate) Lecturer: Ms Sonja Noll Credit value: 1.0 (0.5 Affiliate – 1 term) Description: Introduction to Biblical Hebrew is designed to familiarise complete beginners with biblical Hebrew language and literature in a lively and enjoyable manner. We use a textbook that includes fun stories, authentic biblical texts, vocabulary and grammar help, and many on-line learning aids, including audio. By the end of the year you will have acquired a solid grounding in biblical Hebrew grammar and vocabulary and will have read an extensive range of fascinating biblical narratives, starting with the creation story and including some of the best-known biblical stories such as the flood, the tower of Babel, Abraham, Isaac, and Jacob, the exodus from Egypt, Samuel and David, King Solomon and the Queen of Sheba, Job, and more. Assessment: HEBR1005 EXAM Unseen three-hour written examination 40% CW Coursework 60% Assessment: HEBRG045 EXAM Unseen three-hour written examination 50% CW Coursework 50% Assessment: HEBR1005A CW Coursework 50% TEST One test 50% Modern Hebrew for Beginners HEBR1006 (UG)/HEBRG145 (PG)/ HEBR1006A (Affiliate) Lecturer: Mrs Shosh Sharpe Credit value: 1.0 (0.5 Affiliate – 1 term) Description: Modern Hebrew is the language spoken in Israel today. This course is designed for students with no prior knowledge of the language. Students will learn the Hebrew alphabet; they will learn to speak, listen, read and write. Basic vocabulary on a range of topics (e.g. home, family, daily activities, shops, classroom) will be rapidly acquired. -
Contact Between Textual Hebrew/Aramaic and Diaspora Jewish Languages: Introduction to the Thematic Special Issue of the Journal of Jewish Languages
Journal of Jewish Languages 8 (2020) 5–6 brill.com/jjl Contact between Textual Hebrew/Aramaic and Diaspora Jewish Languages: Introduction to the Thematic Special Issue of the Journal of Jewish Languages Sarah Bunin Benor and Ofra Tirosh-Becker Co-Editors-in-Chief, Journal of Jewish Languages When we started this journal eight years ago, we envisioned that it would feature articles on many Jewish languages, written by scholars around the world. Indeed, issues 1–7 included articles on 17 different Jewish languages, as well as a few articles about multiple languages. The authors of these arti- cles reside in 12 countries: 63% in Israel, 19% in the US, 17% in Europe, and 1% in East Asia. This thematic issue continues this diverse orientation with articles by scholars around the world about Jewish English, Judeo-Italian, Judeo-Spanish, and Yiddish, as well as one comparative analysis of Yiddish and Judezmo (Judeo-Spanish). In addition, this issue includes a review essay about Judeo-Arabic and a review of a dictionary of the Hebrew-Aramaic component of multiple Jewish languages. Another aspiration of ours was that the Journal of Jewish Languages would further our understanding of phenomena that many Jewish languages share. Previous articles have explored the influence of Jewish languages on Modern Hebrew, especially in our thematic double issue edited by Edit Doron, z”l, entitled “Language Contact and the Development of Modern Hebrew” (3.1–2 (2015): 3–348). The current double issue explores the influence of Hebrew and Aramaic on Jewish languages, a phenomenon common in most Jewish communities throughout history. -
1 Doron, Edit, Malka Rappaport Hovav, Yael Reshef, and Moshe Taube
Doron, Edit, Malka Rappaport Hovav, Yael Reshef, and Moshe Taube (eds.). 2019. Linguistic Contact, Continuity and Change in the Genesis of Modern Hebrew. Amsterdam: John Benjamins. 1. Introduction Edit Doron, Malka Rappaport Hovav, Yael Reshef, and Moshe Taube 1.1 Hebrew and the question of language continuity This volume discusses empirical and theoretical issues having to do with the emergence of Modern Hebrew (MH) and with phenomena in other languages which shed light on the special case of Hebrew. The emergence of MH is an unprecedented phenomenon in that it is the only documented case of a language which had no native speakers for over a millennium and subsequently became the native language of an entire society (see the historical overview in 1.3 below). Despite the fact that Hebrew ceased to be a spoken language in the 3rd century CE, the language continued to be used, not only as a sacred liturgical language used in rote, but as a written language which produced new texts over the ages in both religious and secular matters. Today MH is the native language of the majority of speakers in Israel and is estimated to have over 9 million speakers around the world. It is developing as any other language in a multi-cultural setting and is thus not inherently different from any other spoken language. However, the history of the language over the ages is unique in many respects. The research reported in this volume probes issues which can further our understanding of the nature of Hebrew over the ages and the relation of MH to the Hebrew of earlier stages. -
Issues in Minority Languages and Language Development Studies in Nigeria a Festschrift in Honour of Andrew Haruna
Issues in minority languages and language development studies in Nigeria A Festschrift in honour of Andrew Haruna 199 Ali Usman Umar Department of Nigerian Languages Federal University of Lafia ° ° ° Infixes and Infixation Processes in Hausa Morphology Abstract The aim of the paper is to investigate the phenomena of Hausa infixes and infixation. While the former refers to those affixal morphemes that are inserted within roots/stems/bases so as to bring about new word-forms, the latter has to do with the processes through which the infixes are to be realized. In order for the aforementioned to be detected, the study brings closely the data-driven outputs of Hausa infixes and empirically observes their nature and behavior as they are processed. In other words, the analysis of the data is based on the descriptive approach. Thus, the study attempts to account reviews on general outlook of Hausa infixation processes. It also highlights some points of arguments debated by some Hausaists on the manifestation or realization of infixes in Hausa. The resultant facts of this investigation reveal that there are a fairly considerable number of infixal morphemes which are functional and productive for inflectional, derivational and/or reduplicative purposes in the language. These infixes are sub-grouped into three headings, namely: vocalic, consonantal and syllabic infixation as it had been the norm with most affixing languages such as Semitic and Berber of the Afro-Asiatic phylum. Finally, the study discovers additional infixal morphemes which were not found in the previous works; these include: -c-, -y2aa-, -CG-, as well as those infixes that are used in Hausa language game. -
Reading Biblical Aramaic
TITLE: BS400 READING BIBLICAL ARAMAIC WORKLOAD: Duration: 4 Terms Teaching (1 hr p.w.): 26 hrs Language exercises and set reading: 30 hrs Text preparation: 40 hrs Examination preparation and writing: 24 hrs Total commitment: 120 hrs STATUS: Elective CO/PREREQUISITE(S): At least 60% in BS300 Hebrew 3, or at least 70% in BS200 Hebrew 2 if Hebrew 3 is taken concurrently. GENERAL AIM: This unit aims to build on students’ knowledge of Biblcal Hebrew by imparting a working knowledge of biblical Aramaic, enabling them to read all the passages in the Old Testament where Aramaic is employed. The unit focuses on building a comprehensive vocabulary of biblical Aramaic, understanding its grammar and syntax, and applying this knowledge to the translation of the relevant texts in Daniel and Ezra. The purpose of this unit is not only to enable students to work from the original language in all parts of the Old Testament, but also to lay a linguistic foundation for any subsequent study involving Aramaic texts. LEARNING OUTCOMES: At the end of this course students should be able to: • Recognise and distinguish biblical Aramaic from biblical Hebrew; • Translate all biblical Aramaic texts into good, accurate English; • Parse and reproduce regular forms of the biblical Aramaic verbal system; • Analyse and explain most grammatical and phrase-level syntactical constructions. CONTENT: Part 1: Biblical Aramaic Grammar • Introduction to biblical Aramaic: occurrences; name; relationship to Hebrew; vocalization and phonology • Aramaic Nouns, pronouns, and adjectives • Prepositions and conjunctions • The Aramaic verbal system & conjugations • Strong verbs • Weak verbs • Syntax • Numerals Part 2: Reading of set texts • Reading of Daniel 2 – 7 • Reading of Ezra 4 – 7 TEACHING AND Classroom teaching and tutorials; LEARNING METHODS: Private preparation of homework assignments, reviewed in class; Class tests and oral participation; Strong emphasis on peer learning and collaborative group work. -
Language Typology and Sprachliche Universalien La Typologie Des
i ;.1,ijr! jri:j...li'' ljl LanguageTypology and LanguageUniversals Sprachtypologieund sprachlicheuniversalien La typologiedes langues et lesuniversaux linguistiques An InternationalHandbook / Ein internationalesHandbuch / Manuelinternational Editedby I Herausgegebenvon / Edite par Martin Haspelmath' Ekkehard Konig Wulf Oesterreicher' WolfgangRaible Volume2,1 2. Halbband/ Tome2 Walter de Gruvter ' Berlin ' New York 2001 i*.' 1492 XIV. Typologicalcharacterization of languagefamilies and linguisticareas 107.The European linguistic area: Standard Average European L lntroduction guagesshare structural features which cannot 2. The major SAE features be due to retention from a common proto- 3. Somefurther likely SAE features languageand which give these languagesa 4. Degreesof membershipin SAE profile that makesthem stand out amongthe 5. How did SAE come into being? is thus no min- 6. Abbreviationsof languagenames surroundinglanguages. There 7. References imum number of languagesthat a linguistic area comprisesQtace Stolz 2001a).In prin- ciple, there could be a linguistic area con- 1. Introduction sisting of just two languages(though this would be rather uninteresting), and there This article summarizessome of the main are also very large(continent-sized) linguistic piecesof evidencefor a linguistic area (or areas (Dryer 1989a).Likewise, there is no li rlltt' i. rili Sprachbund)in Europe that comprises the minimum number of structural featuresthat llll'itt Romance, Germanic and Balto-Slavic lan- the languagesmust sharein order to qualify guages,the