...LIBERTY UNIVERSITY BAPTIST THEOLOGICAL SEMINARY WORD STUDY: COMPLETION Submitted to Dr. Chet Roden, in partial fulfillment of the requirements for the completion of the course 201540 Fall 2015 OTCL 505-B01 LUO Hebrew Language Tools by Matthew McNutt October 11, 2015 Identifying the Word The word chosen for this word study, from the passage in Genesis 22:1-19, is found in verse 12. It is the Hebrew word ,אֵריor yare'. One of its possible, and more common, translations ָ is “fear.” While it appears only once in this particular passage, it is a defining moment in the story, explaining why the Lord instructs Abraham to not sacrifice his son. “He said, ‘Do not stretch out your hand against the lad, and do nothing to him; for now I know that you fear [emphasis added] God, since you have not withheld your son, your only son, from Me.’” Genesis 22:12 (NASB) This word appears in its Hebrew root form 402 times in the NASB Old Testament, and is translated in a variety of ways. It is a challenge to fully understand, and as a result is often highlighted in different versions of the Bible with alternate potential translations, or wordings. It’s Strong’s number H3372. Some of the various ways that ,אֵריor yare', is translated in Genesis 22:12 include: ָ Literal: o NASB, “fear” o ESV, “fear” Dynamic Equivalent: o NIV, “fear” o NET, “fear” Free: o NLT, “fear” o NCV, “trust” o TEV, “honor and obey” Paraphrase: o MSG, “fearlessly...
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... often including related and contrasting words and antonyms GA thesaurus helps you avoid repetition in your writing and helps you find a word for an idea you have in mind. You can use it to increase your vocabulary as the typical thesaurus has synonyms for more than 100,000 words. Steps et to know the features of your thesaurus. By understanding the parts of the entries and any changes in typography, you will grasp the nuances of the reference book's text. Thesauri may also contain antonyms, wordlists, and other interesting features. Choose synonyms carefully. You will soon recognize that few words are exactly interchangeable. Use the thesaurus in conjunction with a good dictionary whenever selecting a word or phrase unfamiliar to you. Each headword in the A-to-Z listing of Thesaurus.com is offered with its part of speech. Concise definitions accompany the headwords, supplying users with a basic reference point and helping them to evaluate synonym choices. The Thesaurus.com thesaurus has separate entries for different parts of speech and for different "meaning cores" for a word. Therefore, an entry word represents one meaning and a group of words considered synonymous with it in that sense. The synonyms may have other meanings as well, but they have at least one meaning in common with the entry word and the other synonyms in the list. The definition that comes before the synonym list tells you what meaning is shared by the words in the list. The numbers that appear in...
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...development blocks learners’ ability to comprehend L2 content through reading and listening (August, Carlo, Dressler, and Snow, 2005). Studies also show that because EFL learners have very much fewer productive vocabulary than receptive vocabulary, they often encounter difficulties in language production (Zhong, 2011). As an EFL learner myself, I have experienced such problems as well. Oftentimes, my vocabulary limitations interfere with my communication in L2. Therefore, it kindles my personal interest in studies of L2 vocabulary development. Because vocabulary has become one of the key elements in ELT and ELL, through decades, many research have been conducted to identify how vocabulary is learned and developed, and what factors that impede or boost learners’ lexical competence. Hence, this study attempts to respond to the research questions as follow: 1. What are existing vocabulary learning strategies that EFL learners use? 2. What are factors that affect vocabulary development in EFL learners? 3. What are effective vocabulary learning strategies for EFL learners? The findings suggested that EFL learners learn L2 vocabulary through multifarious strategies such as making a personal word list, guessing from contexts, and using word cards. From the results, these different strategies, however, vary in learning effectiveness. The studies also revealed that more than single factors impact on learners’ lexical competence. For...
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...modes in which language is learned: listening, reading, writing, and speaking; all of which have been used since language education came to be in the early twentieth century (Richards 10). As language education has evolved alongside technology, the two have combined and resulted in a recent teaching method using multimedia programming. Many studies have been performed examining the effectiveness of language education through multimedia programs, looking specifically at the methods used amongst the variety of multimedia programs available. The ultimate goal of language education is oral proficiency, followed by reading and writing proficiency. Research on language acquisition has revealed this can most successfully be accomplished by associating unknown words with actual objects or imagery techniques; resulting in the creation of multimedia language educating programs (Chun 183). Following the initial manufacture of such programs, the benefits were obvious. Multimedia language programs are able to provide several annotations of words through text, images, videos, and sound, while traditional teaching methods only provide the annotation of a word by definition in either the student’s native language or the language being learned (Chun 183). For...
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...previously envisioned. There are many articles discussing how to implement quality instruction to provide vocabulary development at the elementary level. There appears to be little research on how vocabulary directly impacts student reading comprehension. There is also little research on how word walls impact overall vocabulary development. Vocabulary is one of the five major components of reading along with phonemic awareness, phonics, fluency and reading comprehension. All components are essential when it comes to reading but we believe that vocabulary plays an important role both in learning to read and in comprehending text. Readers cannot understand text without knowing what the words they are reading mean. Although we did not find as much research as hoped, we did find a wide variety of articles that examined the impact that vocabulary instruction has on reading. Many of the articles that we found explained a variety of ways to improve vocabulary instruction that would in turn increase vocabulary development. Some studies looked at emerging language skills such as alliteration, rhyming, segment blending and letter-word identification. Others focused more on decoding, word knowledge and word recognition. Other variables considered included age, gender, race or ethnicity, household income, disability and even parental intelligence. All of these variables were assessed to find a connection or link to reading comprehension. The articles included many variables that could impact...
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...Causes of the Stroop Effect Matt Sheehan, M.S. Carolyn Rude-Parkins, Ph.D. University of Louisville November, 2007 Introduction The words blue, green, and yellow are words known to all as colors. If one of these color words is written in an ink color differing from the color it represents an individual spends more time to name that ink color than the ink color of neutral words. This is known as the Stroop effect. Studying this gives insight into the human mind. It can show how we handle interference across a number of different situations or how our automatic processes interact with and affect our controlled processes. The cause of the Stroop effect has been widely debated and researched over the years. Some researchers believe the cause is due to the fact that reading is such a well learned or even over learned process that it becomes automatic. When asked to identify ink colors of words reading the word causes distraction because reading is done much more often than naming ink colors. But where is the exact interference occurring in this process and why? It has been suggested that the interference occurs at the output or response stage as an individual struggles to express the correct color word from alternatives. Others believe the interference happens during encoding as an individual analyzes the word and is distracted from ink color. Still others would say it happens somewhere between the encoding and the output. All of these suggestions have various...
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...REPEATING TABOO AND NEGATIVE WORDS IN RSVP CAN CAUSE BLINDNESS. Warning: Repeating Taboo and Negative words in RSVP can Cause Blindness. Perception and Cognition Abstract The effect of emotional salience on perceptual processing was explored using the RSVP experiment paradigm at stimulus speeds of 100ms/frame. 24 students completed 80 trials of three word streams, each containing two target words. Target words were identical for the ID condition and different for the control condition. The words were divided into taboo, negative emotion, positive emotion and neutral words. Results showed that all ID categories showed more Repetition Blindness (RB) than the control condition and that taboo and negative emotion words generated more RB than neutral and positive words. Interestingly, neutral words demonstrated a higher RB than positive emotion words, possibly suggesting the salience of negativity over emotion. Method Participants A total of 24 students comprised of 15 females and 9 males, from an undergraduate second year psychology class took part in the experiment. The mean age was 28.8, and the ages ranged from 19-50. All participants first learned to read and write in English, and 21 also spoke English as their first language. Materials Participants used the lab computers to complete the trials. Each trial consisted of three words, which included the target words C1 and C2 and a filler word in between them. The target words were identical in the treatment...
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...realized that I had very few grammar mistakes. One mistake I made was with the word e-mail. I originally left out the hyphen in between the ‘e’ and the ‘m.’ I was unaware that was needed. Another mistake I made was the use of a phrasal verb ‘find out.’ A phrasal verb is two words together that mean something different from their individual meanings. Leaving a space after a comma was another mistake I incurred. Although it is just a simple mistake that I overlooked, it still affects the professionalism of my paper. It was also revealed that you do not capitalize the word president unless you are referring a specific president or stating the President of the United States. I also learned that if two words function as an adjective, they should be connected with a hyphen. For example, real time should be real-time. My review from WritePoint was better than I thought regarding my editing changes. Regarding the revision changes, according to WritePoint brought out that I use the passive voice. When writing an essay the passive voice can tend to agitate the reader because your paragraphs become officious and tedious. You must remain consistent with the active voice while writing. For example I wrote, “Within the same study it was indicated that 35% of Americans watched political videos online.” To remain consistent with an active voice throughout the sentence the writer should write, “Within the same study statistic revealed that 35% of Americans watched political videos online.” Replacing...
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...Title – Thanksgiving Placemats Primary Subject – Social Studies Secondary Subjects – Art, Language Arts Grade Level – 2-4 Thankful Placemats Objective: The students will reflect on what they are thankful for, and visually present it by creating a placemat to use on their Thanksgiving table. Materials Pencil Paper Construction paper with leaves Construction paper with lines Large construction paper in various colors Glue Scissors Butcher paper Procedure: Beginning Teacher will instruct students to write a list of things they are thankful for. Once the list is written, the students will be handed a sheet of construction paper with the outlines of four different shapes of leaves on it. The students will cut out the leaves, and choose four things they are thankful for to copy down onto the leaves. Middle Once the leaves are finished, the students will be given three more sheets of construction paper; one large sheet, and two with lines on it to cut into strips. Students will be instructed to fold the long sheet in half, and cut from the fold to one inch away from the edge. The teacher will model this so there are few errors. Students will cut the other sheets of paper into strips along the drawn lines. Students will weave the strips of paper into the large sheet of paper, creating a placemat Once all strips are woven in, the students will glue the four leaves with what they are thankful for on them. End The students will place their placemats on a...
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...Word Association What can It Tell Us about Vocabulary Acquisition ? Robin Russ Introduction Vocabulary is central to communicating in a foreign language. Without sufficient words to express a wide variety of meanings, communicating in a foreign language cannot happen in a meaningful way (McCarthy, 1990). As such, vocabulary acquisition is a primary concern for Japanese foreign language learners, and it is a main focus of their interest and attention. A casual survey of what Japanese university students find most difficult about sustaining even short conversations in English often elicits responses such as “I can't express my ideas” and “I don't have the words”, or self admonishments such as “I was stuck for a word many times” or “I should know more English words”. In spite of having acquired a large English lexis for high school examination purposes, when students are “off the page” and speaking extemporaneously, even about familiar everyday topics, they experience firsthand the limitations of their productive vocabulary. Engaged by a class activity yet restricted by insufficient vocabulary, a common expedient is to revert to speaking in Japanese. How is language organized and what are the mechanisms that allow us to retrieve the words we know immediately and correctly? Psycholinguistic studies have shown that words are not stored in the mental lexicon as single independent items but form clusters or webs with other related concepts so that words acquire their...
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.........................9 1. To agree with someone or something......................................................................9 2. To partly agree with someone or something ..........................................................10 3. When a group of people agree ..............................................................................10 Aim or Purpose.........................................................................................................12 1. Ways of saying what the aim or purpose of something is.......................................12 2. Words meaning aim or purpose.............................................................................13 Approximate / Exact.................................................................................................15 1. Words meaning approximately ..............................................................................15 2. Words meaning exactly .........................................................................................16 Causes ......................................................................................................................18 1. To cause something to happen..............................................................................18 2. Ways of...
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... Lee H. Wurm Wayne State University Acknowledgments: Preparation of this chapter was supported by NSF Grant SBR-9807736 to R.T. and NIH Grant HD18708 to the University of Massachusetts. To appear in A.F. Healy & R.W. Proctor (Eds.), Comprehensive handbook of psychology, Vol. 4: Experimental Psychology. New York: Wiley. Treiman et al., Psycholinguistics, 2 Introduction Language comprehension Spoken word recognition Printed word recognition The mental lexicon Comprehension of sentences and discourse Phenomena common to reading and listening comprehension Phenomena specific to the comprehension of spoken language Phenomena specific to the comprehension of written language Language production Access to single words in spoken language production Generation of sentences in spoken language production Written language production Conclusions INTRODUCTION Psychologists have long been interested in language, but psycholinguistics as a field of study did not emerge until the 1960s. It was motivated by Chomsky’s work in linguistics, and by his claim that the special properties of language require special mechanisms to handle it (e.g., Chomsky, 1959). The special feature of language on which Chomsky focused was its productivity. Possessed with a grammar, or syntax, humans can produce and understand novel...
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...Now I thought this test would be a breeze, unfortunately I was wrong. I thought I would do pretty well and knew what I needed to know about how and when to use certain words with certain phrases. I did not. While taking this test I realized I did not know as much as I thought and needed to study my grammar. I learned while taking this test that I use the wrong form of grammar when I write and when I speak. I am probably going to make a few mistakes writing this paper. Hopefully I won’t, or at least not too many. I knew that when you are referring to a sentence that has a subject and a verb agreement you use the singular verb with a singular subject, i.e.; the subject is the word list . The list is on the table. Although there can be many things on the list itself, list is singular and is the subject of the sentence, therefore it will use the singular adverb is instead of the plural are. I learned that when using neither/nor you have to pay attention to the noun or pronoun that the word neither/nor is the closest to. The neither/nor thing always gets me confused, but now that I have learned this rule I can pay more attention to the nouns or pronouns and choose the correct sentence. I also knew that with a/an, a is used only when the word following starts with a continent and an is used when the following word starts with a vowel. There are so many different rules to know and learn with grammar it’s going to take some time to learn and/or re learn. I am hoping that with the...
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...University of Phoenix Material Cognition, Language, and Intelligence Worksheet Problem Solving and Decision Making 1. Create a problem scenario to respond to the following questions: a. What is the problem? i. You are at work in an office building and all of a sudden the printer stops working and you have 100 flyers to print out. What do you do? b. What problem-solving approach would you implement to solve this problem? i. Identify the problem and assess ii. Understand and analyze the problem iii. Analyze the situation iv. When I think outside the box I come to figure out that the printer is not usable and reach out to a co-worker in another dept. to print these flyers for me. c. Which approach was effective? Why? i. Identifying the problem and assessing all components of what could possibly be wrong help me narrow down my best plan of action. d. What were some obstacles or barriers you faced in solving the problem? Obstacles I faced in solving this problem were the time constraint and the stress it put on me. 2. You have received several job offers from different companies and must decide which job to accept. All jobs are the same position with the same duties, but vary in salary, benefits, company size, and distance from your home. Using the additive decision making model, outline the process you would go through to determine which job is best for you. Explain why. a. I have tallied up each benefit as a score. I have given each perk a score of...
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...What comes to mind when you think of the two words “Not Yet”? Not much of an impact since they are nothing new to our daily conversations, right? While that might be accurate from the surface but you must think again on a deeper level to see the values that these two simple yet powerful words brings to our lives. They open up a whole world of opportunities to resolve a relevant circumstance that either seems uncompromisable or unachievable at time. As for me, I’ve found myself lost in the endless definitions of these two words to the point that I almost don’t want to define them any longer. I also discovered that trying to define is no different than putting limits on them while they are intended to be limitless. What if I told you that...
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