This course is the second of the three parts of our graduate introduction to semantics. The others are 24.970 Introduction to Semantics and 24.954 Pragmatics in Linguistic Theory. Like the other courses, this one is not meant as an overview of the field and its current developments. Our aim is to help you to develop the ability for semantic analysis, and we think that exploring a few topics in detail together with hands-on practical work is more effective than offering a bird’s-eye view of everything. Once you have gained some experience in doing semantic analysis, reading around in the many recent handbooks and in current issues of major journals and attending our seminars and colloquia will give you all you need to prosper. Because we want to focus, we need to make difficult choices as to which topics to cover.
This year, we will focus on topics having to do with modality, conditionals, tense, and aspect.

This book provides an introduction to the study of meaning in human language, from a linguistic perspective. It covers a fairly broad range of topics, including lexical semantics, compositional semantics, and pragmatics. The chapters are organized into six units: (1) Foundational concepts; (2) Word meanings; (3) Implicature (including indirect speech acts); (4) Compositional semantics; (5) Modals, conditionals, and causation; (6) Tense & aspect.

In this activity, students will practice how to describe their emotions about something, they will be shown multiple pictures, and they will describe their feelings when seeing the pictures. They will also practice what to say when visiting someone sick.Can-Do Statements:I can describe my feelings in Arabic.I can understand and use the phrases of emotions for either feminine or masculine.I can use the appropriate phrase with someone sick.

The need for this particular grammar arises from the peculiar shape of the MDiv curriculum at Asbury Theological Seminary. Several years ago the faculty adopted a curriculum that required one semester of Greek and one semester of Hebrew, each as preparatory for a basic exegesis course in each discipline.

It became clear after several years of trial and error that a “lexical” or “tools” approach to learning Greek and Hebrew was inadequate, no matter how skilled the instructors or how motivated the students. In today's general vacuum of grammatical training in public education across the United States, students typically enter seminary training with no knowledge of how languages work. Any training we might give them in accessing grammatical information through the use of Bible software programs will, we learned, come to naught in the absence of an understanding of just what such information actually means. We agreed that we actually needed to “teach the language itself,” at least in some rudimentary fashion, if we hoped students would make sense of grammatical and linguistic issues involved biblical interpretation.

The first 12 chapters of this grammar are designed to correspond to the first semester's instructional agenda. In these chapters we introduce all the parts of speech, explain and drill the basic elements of grammar, set forth the larger verb system (excluding the perfect system), teach the tenses of the Indicative Mood only (again, excluding the perfect system), and help students build a vocabulary of all NT words occurring 100 times or more. We also lead students into the NT itself with carefully chosen examples, while at the same time guiding them in each lesson to learn the use of the standard NT lexicon [BDAG] and an exegetical grammar [Wallace's Greek Grammar Beyond the Basics]. We are well aware of the limitations of this approach, but genuinely believe that some instruction along these lines is better than none, and that such an approach provide a foundation for students interested in moving beyond the first semester (into chapters 13-24) into a firmer grasp of the language of the NT.

21G.301/351 offers an introduction to the French language and culture with an emphasis on the acquisition of vocabulary and grammatical concepts through active communication. The course is conducted entirely in French, and students interact in French with their classmates from the very beginning. They also receive exposure to the language via a variety of authentic sources such as the Internet, audio, video and printed materials which help them develop cultural awareness as well as linguistic proficiency. There is a coordinated language lab program.
This course is taught in rotation by the following instructors: Laura Ceia-Minjares, Cathy Culot, Gilberte Furstenberg, and Johann Sadock.

21G.302/352 is the second part of an introductory course to the French language and culture with an emphasis on the acquisition of vocabulary and grammatical concepts through active communication. The course is conducted entirely in French and students interact in French with their classmates from the very beginning. They also receive exposure to the language via a variety of authentic sources such as the Internet, audio, video and printed materials which help them develop cultural awareness as well as linguistic proficiency. There is a coordinated language lab program.
This course is taught in rotation by the following instructors: Laura Ceia-Minjares, Cathy Culot, Gilberte Furstenberg, and Johann Sadock.

This course covers some of the basic ideas in the subfield syntax, within the framework often referred to as “Generative Grammar”.