A Grammar of the Hebrew Language
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Hebrew School
Chabad of Chattanooga Hebrew School Learn it, Live it, Love it! B”H Chabad Hebrew School Learn it, Love it, Live it! Dear Parents and Students, We are pleased to announce that the Chabad Hebrew School is open for registration for the scholastic year of 2015-2016. Attached is a registration form for the coming year. The form can be filled out online, saved and sent back as an email. The form can also be printed and mailed back to Chabad at 22 Pisgah Ave. Chattanooga, TN 37411. In order to successfully implement our goals, a home-school partnership is imperative. To achieve our aims we earnestly seek communication, cooperation, and active partici- pation. Please help your child by encouraging him/her to practice the prayers, as well as the Hebrew reading and comprehension skills learned in school. This is the best way to en- sure that the information will become instilled in his/her mind. At Hebrew School we “live Judaism” with passion and a joy of Holidays and Torah is imparted naturally to our students.We look forward to working together with you and your children. sharing with them a love of Jewish learning. We look forward to giving your child a Jewish experience that they deserve. Please feel free to call me with any questions or comments. We look forward to spending exciting times with you and your family. Rabbi Shaul and Rosie Perlstein Rabbi Shaul and Rosie Perlstein Hebrew School Director School Chabad of Chattanooga 22 Pisgah Ave ● 423 490 1106 ● www.JewishChatt.com ● [email protected] B”H Chabad Hebrew School Learn it, Love it, Live it! Annual Tuition: $475 (includes all supplies and books) 10% discount each additional child *Limited scholarship available No additional membership required Programs: First Taste This program is designed to grab a child's attention with Jewish songs, art, movement and games. -
WP-2 Israel .DOC
UNITED NATIONS Working Paper No. 2 GROUP OF EXPERTS ON GEOGRAPHICAL NAMES Twenty-second Session New York, 20 -29 April 2004 Item 16 of the Provisional Agenda MEETING OF THE WORKING GROUP ON PRONUNCIATION Pronunciation Guide for Hebrew Geographical Names* *Prepared by Prof. Naftali Kadmon, Israel, Chairman, East Mediterranean Division other than Arabic) 1 Pronunciation Guide for Hebrew Geographical Names Hebrew is a Semitic language, and its script, written from right to left, is alphabetic-defective1: the basic system of consonant letters is augmented by the vowels which are represented chiefly by points or marks below, within and above the consonants. The correct pronunciation of Hebrew presumes the presence of fully-pointed text, i.e. that all vowels are marked, but this is found in practice only in clerical or instructional/educational texts. The vowel marks are usually omitted in everyday writing and print since Israelis are taught to read without them, but a method of substituting some vowels markers by the two consonant letters ? and ? (ketiv malé, i.e. plene orthography) is generally used to facilitate reading and is applied also to geographical names. Hebrew has no capital letters. This guide is designed to enable foreign users both to read names in Hebrew maps, and to approximately correctly pronounce Hebrew names in their romanized form. Generalizing, Hebrew is pronounced in either a "Western" mode (WP) or an "Eastern" one (EP). One of the chief differences lies in the fact that the former ignores the gutturalization of the consonants and ? . Stress is not indicated in Hebrew script, but is predominantly on the final syllable, less frequently on the penultimate one. -
167 BIBLIOTHECA ORIENTALIS LXXVI N° 1-2, Januari-April 2019 168
167 BIBLIOTHECA ORIENTALIS LXXVI N° 1-2, januari-april 2019 168 OUDE TESTAMENT It also discusses the origin of these books, arguing for a Mosaic core that grew over time and was completed by HUBBARD Jr., R. L. and J. A. DEARMAN — Introducing Ezra. Rather than describing stories as either fact or fiction, the Old Testament. William B. Eerdmans Publishing they propose understanding biblical texts on a literary spec- Co., Grand Rapids, 2018. (23,5 cm, XXII, 540, includ- trum that spans from the factual to the traditional; they ing tables, charts and illustrations). ISBN 978-0-8028- reserve the Exodus and the resurrection of Jesus as historical 6790-2. $ 40.00. events. Chapter four covers Genesis 1-11, explaining its title, organization, and genre. A few other Ancient Near East sto- It can be challenging to find an introduction to the Hebrew ries are described generally, though the authors do not Bible textbook that matches the professor’s desired approach believe they are sources for Genesis, just likewise drawn and the needs of an institution. Is the class designed to intro- from rich Ancient Near Eastern culture. Chapter five covers duce students to the Hebrew Bible? Is it to help religious Genesis 12-50, calling its genre “family history.” As con- students better understand their scriptures and theology? text, the authors provide the history of the second millen- Is it for introducing scholarly methods to students already nium BCE; they concede that there is no direct evidence that familiar with the content of the Bible? Is it something in the patriarchs existed but suggest they are historical persons between? If so, where? because their names, customs, and lifestyle match the time Robert L. -
Roger Lass the Idea: What Is Schwa?
Stellenbosch Papers in Linguistics, Vol. 15, 1986, 01-30 doi: 10.5774/15-0-95 SPIL 15 (]986) 1 - 30 ON SCHW.A. * Roger Lass The idea: what is schwa? Everybody knows what schwa is or do they? This vene- rable Hebraic equivocation, with its later avatars like "neutral vowel", MUT'melvokaZ, etc. seems to be solidly es tablished in our conceptual and transcriptional armories. Whether it should be is another matter. In its use as a transcriptional symbol, I suggest, it represents a somewhat unsavoury and dispensable collection of theoretical and empirical sloppinesses and ill-advised reifications. It also embodies a major category confusion. That is, [8J is the only "phonetic symbol" that in accepted usage has only "phonological" or functional reference, not (precise) phone tic content. As we will see, there is a good deal to be said against raJ as a symbol for unstressed vowels, though there is often at least a weak excuse for invoking it. But "stressed schwa", prominent in discussions of Afrikaans and English (among other languages) is probably just about inex ·cusable. v Schwa (shwa, shva, se wa , etc.) began life as a device in Hebrew orthography. In "pointed" or "vocalized" script (i.e. where vowels rather than just consonantal skeletons are represented) the symbol ":" under a consonant graph appa rently represented some kind of "overshort" and/or "inde terminate" vowel: something perhaps of the order of a Slavic jeT', but nonhigh and generally neither front nor back though see below. In (Weingreen 1959:9, note b) it is described as,"a quick vowel-like sound", which is "pronounced like 'e' in 'because'''. -
Some Things That Concordances Do Not Tell You
358 The Testimony, September 2001 “walk away” is indicative of the hold which John Paul II and the Palestinian leader Yasser the Middle East has on the nations of the world. Arafat. As events continue to develop in the Mid- The article goes on to write of how the European dle East we should exhort one another as we see Union has been involved and how (in MacAskill’s the day approaching (Heb. 10:25). Let us remain opinion) there is scope for more involvement in faithful so that we might be with Christ as he the crisis. The Catholic Church is also increas- marches through Bozrah (Isa. 34:6) and moves to ingly becoming involved in the crisis. On 2 Au- Israel to carry out the “recompences for the con- gust 2001 a meeting took place between Pope troversy of Zion” (v. 8). 1234 1234 1234 EDITOR: John Nicholls, 17 Upper Trinity Road, Halstead, 1234 1234 1234 Essex, CO9 1EE. Tel. 01787 473089; 1234 1234 e-mail: [email protected] 1234 1234 Reviews 1234 1234 Some things that concordances do not tell you John Carder N ENGLISH the tense of a verb shows its That form is often referred to as the stem or root relation to time, that is, past tense, present of the verb. Itense or future tense. English is a very time- From that basic and most simple form, usu- orientated language, with distinct tenses. The ally consisting of just three Hebrew letters, all Hebrew of the Bible is completely different. It other parts of each Hebrew verb are derived. -
Yehovah, This Latecomer in the Rendering of Our Creator's Name
2 ehovah, this latecomer in the rendering of our Creator’s Name, has gained popularity within the Messianic and Hebrew Roots Ycommunities. However, there are serious linguistic flaws with this pronunciation. Before discussing those, however, it’s important to understand the premise of those who advocate “Yehovah.” This rendering is based on late medieval Hebrew manuscripts of the Old Testament that show the four letters yod-hey-waw-hey [hwhy] with the vowel points from Adonai. Within these manuscripts or codices there are several instances where the vowel points for “Yehovah” (English, “Jehovah”) are found. Based on this fact, it is theorized that the scribes who produced these manuscripts accidentally preserved the name “Yehovah” by not removing the vowel points. There are serious flaws with this hypothesis and logic as you will soon see. Scribal Error? For those who believe this was a scribal error, it’s important to realize that Jewish scribes were ultra-meticulous. After copying a text, scribes would painstakingly review the script for any errors. The thought that a scribe would overlook numerous instances of the same mistake is unthinkable. According to the Jewish Talmud, there were 20 steps a scribe would go 3 through to ensure textual accuracy. Below are some of these steps: • The scribe must be a learned, pious Jew, who has undergone special training and certification. • All materials (parchment, ink, quill) must conform to strict specifications, and be prepared specifically for the purpose of writing a Torah scroll. • The scribe must pronounce every word out loud before copying it from the correct text. -
Inflectional and Derivational Hebrew Morphology According to the Theory of Phonology As Human Behavior
BEN- GURION UNIVERSITY OF THE NEGEV FACULTY OF HUMINITIES AND SOCIAL SCIENCES DEPARTMENT OF FOREIGN LITERATURES AND LINGUISTICS INFLECTIONAL AND DERIVATIONAL HEBREW MORPHOLOGY ACCORDING TO THE THEORY OF PHONOLOGY AS HUMAN BEHAVIOR THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS LINA PERELSHTEIN UNDER THE SUPERVISION OF: PROFESSOR YISHAI TOBIN FEBRUARY 2008 BEN- GURION UNIVERSITY OF THE NEGEV FACULTY OF HUMANITIES AND SOCIAL SCIENCES DEPARTMENT OF FOREIGN LITERATURES AND LINGUISTICS INFLECTIONAL AND DERIVATIONAL HEBREW MORPHOLOGY ACCORDING TO THE THEORY OF PHONOLOGY AS HUMAN BEHAVIOR THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS LINA PERELSHTEIN UNDER THE SUPERVISION OF PROFESSOR YISHAI TOBIN Signature of student: ________________ Date: _________ Signature of supervisor: _____________ Date: _________ Signature of chairperson of the committee for graduate studies: ______________ Date: _________ FEBRUARY 2008 ABSTRACT This research deals with the phonological distribution of Hebrew Inflectional and Derivational morphology, synchronically and diachronically. The scope of this study is suffixes, due to the fact that final position bears grammatical information, while initial position bears lexical items. In order to analyze the gathered data, the theory of Phonology as Human Behavior will be employed. The theory classifies language as a system of signs which is used by human beings to communicate; it is based on the synergetic principle of maximum communication with minimal effort. This research shows that the similarity within Modern Hebrew inflectional and derivational suffix system is greater than the derivational Modern Hebrew – Biblical Hebrew system in terms of a specialized suffix system and that the phonological distribution of Hebrew suffixes is motivated by the principles of the theory. -
How Was the Dageš in Biblical Hebrew Pronounced and Why Is It There? Geoffrey Khan
1 pronounced and why is it בָּתִּ ים How was the dageš in Biblical Hebrew there? Geoffrey Khan houses’ is generally presented as an enigma in‘ בָּתִּ ים The dageš in the Biblical Hebrew plural form descriptions of the language. A wide variety of opinions about it have been expressed in Biblical Hebrew textbooks, reference grammars and the scholarly literature, but many of these are speculative without any direct or comparative evidence. One of the aims of this article is to examine the evidence for the way the dageš was pronounced in this word in sources that give us direct access to the Tiberian Masoretic reading tradition. A second aim is to propose a reason why the word has a dageš on the basis of comparative evidence within Biblical Hebrew reading traditions and other Semitic languages. בָּתִּיםבָּתִּ ים The Pronunciation of the Dageš in .1.0 The Tiberian vocalization signs and accents were created by the Masoretes of Tiberias in the early Islamic period to record an oral tradition of reading. There is evidence that this reading tradition had its roots in the Second Temple period, although some features of it appear to have developed at later periods. 1 The Tiberian reading was regarded in the Middle Ages as the most prestigious and authoritative tradition. On account of the authoritative status of the reading, great efforts were made by the Tiberian Masoretes to fix the tradition in a standardized form. There remained, nevertheless, some degree of variation in reading and sign notation in the Tiberian Masoretic school. By the end of the Masoretic period in the 10 th century C.E. -
Preliminary Studies in the Judaean Desert Isaiah Scrolls and Fragments
INCORPORATING SYNTAX INTO THEORIES OF TEXTUAL TRANSMISSION: PRELIMINARY STUDIES IN THE JUDAEAN DESERT ISAIAH SCROLLS AND FRAGMENTS by JAMES M. TUCKER A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES Master of Arts in Biblical Studies We accept this thesis as conforming to the required standard ............................................................................... Dr. Martin G. Abegg Jr., Ph.D.; Thesis Supervisor ................................................................................ Dr. Dirk Büchner, Ph.D.; Second Reader TRINITY WESTERN UNIVERSITY Date (August, 2014) © James M. Tucker TABLE OF CONTENTS Abbreviations and Sigla i Abstract iv Chapter 1: Introduction 1 1.0. Introduction: A Statement of the Problem 1 1.1. The Goal and Scope of the Thesis 5 Chapter 2: Methodological Issues in the Transmission Theories of the Hebrew Bible: The Need for Historical Linguistics 7 2.0. The Use of the Dead Sea Scrolls Evidence for Understanding The History of ! 7 2.1. A Survey and Assessment of Transmission Theories 8 2.1.1. Frank Moore Cross and the Local Text Theory 10 2.1.1.1. The Central Premises of the Local Text Theory 11 2.1.1.2. Assessment of the Local Text Theory 14 2.1.2. Shemaryahu Talmon and The Multiple Text Theory 16 2.1.2.1. The Central Premises of the Multiple Texts Theory 17 2.1.2.2. Assessment of Multiple Text Theory 20 2.1.3. Emanuel Tov and The Non-Aligned Theory 22 2.1.3.1 The Central Premises of the Non-Aligned Theory 22 2.1.3.2. Assessment of the Non-Aligned Theory 24 2.1.4. -
HEADS HEBREW Graml\Iar
HEADS OF HEBREW GRAMl\iAR HE1tDS OF IIEilRE\V GRAJ\ilJ\lAR CONTAINING ALL THE PRINCIPLES NEEDED BY A LEARNER. BY S. PRIDEAUX TREGELLES, LL.D. TWENTY-THIRD IMPRESSION SAMUEL BAGSTER & SONS LTD. 80 WIGMORE STREET LONDON WI NEW YORK: HARPER AND BROTHERS ..?'RINTED IN GREAT BRITAIN PREFACE. - THE object of these Heads of Hebrew Grammar is to furnish the learner of that language with all that is noedful for him in his introductory studies, so that he may be thoroughly grounded in all that is elementary. In teaching, the present writer has been wont to give oral imtruction as to all the elements, commonly making use of some short Hebrew grammar ;--marking tl,e rules which re quire attent10n, and adding others which are not to be found in elementary grammars in general. In this way he has had a kind of oral Hebrew grammar for learners; and the same grammatical instruction which he has thus communicated to those whom he has thus taught, is here given w-ritten down for use or reference. He is well aware that the number of Hebrew grammars, both of those called elementary, and of those called critical, -is very great; this consideration made him long feel reluc tant to commit his oral grammatical instruction to writing; but, if the mass of He\Jrew grammars be examined, it will be found that very few of them possess any distinctive features; and he is not aware of one which he has been able to use as thoroughly adapted to the want,s of learners. -
Stress Assignment in Words with -I Suffix in Hebrew Ora (Rodrigue) Schwarzwald, Bar-Ilan University, Israel
Stress Assignment in Words with -i Suffix in Hebrew Ora (Rodrigue) Schwarzwald, Bar-Ilan University, Israel The purpose of this paper is to describe, analyze and explain the stress patterns of words formed with the homonymic suffix -i which conveys a variety of derivational and inflectional morphological functions in Hebrew, e.g. yaldut-i ‘childish’ (derivation) and ‘my childhood’ (inflection). The suffix -i functions in two inflectional and three derivational categories: (a) second person singular feminine in verbs (e.g. šví ‘sit down! [F.SG]’, takúmi ‘you[F.SG] will get up’); (b) first person singular in nouns, prepositions, and several other parts of speech (e.g. 'aví ‘my father’, kamóni ‘like me’); (c) adjectival formation (e.g. 'olamí ‘worldwide’, cíni ‘cynical’); (d) gentilic affiliation (e.g. germaní ‘German’, síni ‘Chinese’); (e) affectionate expression (e.g. xamúdi ‘sweetie’). Polysemy seems to occur in adjectives (c) and gentilic words (d), however, as each of the functions creates different word classes – only adjectives in (c) and both nouns and adjectives in (d), these categories will be differentiated here. The stress in words with the suffix -i is not fixed, as can be seen in the examples above. In most cases the suffix is stressed (except for (e) which is always unstressed). Penultimate stress is determined in each category by various phonological and morphological rules as well as by other non-linguistic factors which will be described and explained in this paper. Keywords: derivation, homonymy, inflection, stress, suffixes, word class 1. Introduction Affixes are morphological devices in word formation and in inflection. They are affixed to certain stems in order to indicate features such as person, number, gender, or tense in inflection, and to create substantives from verbal stems, adjectives from nouns and other words in derivation. -
Learn-The-Aramaic-Alphabet-Ashuri
Learn The ARAMAIC Alphabet 'Hebrew' Ashuri Script By Ewan MacLeod, B.Sc. Hons, M.Sc. 2 LEARN THE ARAMAIC ALPHABET – 'HEBREW' ASHURI SCRIPT Ewan MacLeod is the creator of the following websites: JesusSpokeAramaic.com JesusSpokeAramaicBook.com BibleManuscriptSociety.com Copyright © Ewan MacLeod, JesusSpokeAramaic.com, 2015. All Rights Reserved. No part of this publication may be reproduced, stored in, or introduced into, a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, scanning, photocopying, recording or otherwise) without prior written permission from the copyright holder. The right of Ewan MacLeod to be identified as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the copyright holder's prior consent, in any form, or binding, or cover, other than that in which it is published, and without a similar condition, including this condition, being imposed on the subsequent purchaser. Jesus Spoke AramaicTM is a Trademark. 3 Table of Contents Introduction To These Lessons.............................................................5 How Difficult Is Aramaic To Learn?........................................................7 Introduction To The Aramaic Alphabet And Scripts.............................11 How To Write The Aramaic Letters....................................................... 19