The Greek Imperative Mood In The New Testament

The imperative mood as a whole has generally been neglected by Greek grammarians. The Greek Imperative Mood in the New Testament: A Cognitive and Communicative Approach utilizes insights from modern linguistics and communication theory in order to propose an inherent (semantic) meaning for the mood and describe the way in which it is used in the New Testament (pragmatics). A linguistic theory called neuro-cognitive stratificational linguistics is used to help isolate the morphological imperative mood and focus on addressing issues directly related to this area, while principles from a communication theory called relevance theory provide a theoretical basis for describing the usages of the mood. This book also includes a survey of New Testament and select linguistic approaches to the imperative mood and proposes that the imperative mood is volitional-directive and should be classified in a multidimensional manner. Each imperative should be classified according to force, which participant (speaker or hearer) benefits from the fulfillment of the imperative, and where the imperative falls within the event sequence of the action described in the utterance. In this context, sociological factors such as the rank of participants and level of politeness are discussed together with other pragmatic-related information. The Greek Imperative Mood in the New Testament is a valuable teaching tool for intermediate and advanced Greek classes.

The following pages deal with the various functions of the various verb-forms of the Greek of the New Testament, so far as respects their mood and tense. It is important that the nature of the relation between form and function be clearly held in mind. It is by no means the case that each form has but one function, and that each function can be discharged by but one form. Forms of various origin may be associated together under one name and perform the same function, or group of functions. --from the IntroductionContents Introductory The Tenses The Moods The Use of Negatives with Verbs

Biblical Exegesis of New Testament Greek: James is a workbook designed to guide the beginning- to intermediate-Greek student through the process of biblical exegesis of the text of James. The workbook leads the student through a comprehensive process of grammar review, translation, exegesis, and application of the Greek text. It is based on a deductive pedagogy for learning Greek but follows an inductive approach to grammar review. Students review grammatical, morphological, and syntactical issues arising in the text of James. The inductive grammar review references Gerald L. Stevens's New Testament Greek Primer as a companion grammar. Analysis of syntactical and exegetical information is presented from major lexicons, critical commentaries, and Greek grammars. Detailed footnotes conveniently present this valuable material. Key questions probe crucial exegetical and theological issues. Special vocabulary aids minimize lexical work, enabling students to focus on exegesis. An optional textual-criticism section is offered for intermediate students. Each lesson concludes with a practical application for ministry. Students are required to "phrase" a portion of the Greek text. They then construct a sermon or teaching outline based upon the phrasing exercise. Upon completing this book, students will have fifteen biblically based outlines from the Greek text for preaching or teaching purposes. Biblical Exegesis of New Testament Greek: James encourages students and pastors to sharpen their Greek skills and to use their Greek New Testaments in ministry . . . from translation to proclamation.

The fundamental distinctive of this textbook is its spiral, rather than linear, methodology of teaching the Greek language. The student is introduced to all the essential grammar quite rapidly in order to develop an overall understanding of the structure of the language. The grammatical details, which cannot be fully mastered in the initial overview, are revisited in succeeding lessons to fill in gaps of understanding and to build memory. Much time is devoted to reading and analyzing Greek text; thus reinforcing grammatical learning with practical experience. This stands in contrast to the linear method, found in most Greek textbooks, which takes a slower approach by spreading exposure to the grammar over the whole learning period, but then suffers from a lack of sufficient practise in Greek text. The structure of this textbook needs to be understood from the perspective of its teaching methodology. In addition to the spiral methodology, this textbook offers a number of useful paedogogical features. * Clear advice on the most important learning at every stage. * Immediate use of the Greek New Testament text. * Focus on transfer of learning rather than excessive memorization. * Explanation of English grammar at relevant points. * Special techniques and descriptions to aid learning. * Vocabulary learning based on word frequency. * Adaptability to various course structures. This book offers a fresh methodology to teaching Greek, born of much experience and success in the classroom. It blends deductive and inductive instruction together efficiently to make learning Greek manageable and enjoyable.