Discussion Board 1: Question 3

Basics of Biblical Greek Video Lectures: For Use with Basics of Biblical Greek Grammar, Fourth Edition
My previous experience in the formal study of biblical languages aligns with the typical language progression of a Master of Divinity program. First, I took two semesters of beginning Greek. The course followed William Mounce’s Basics of Biblical Greek textbook. The first semester focused on nouns, and the second semester focused almost solely on verbs. My third semester of Greek, called Greek Syntax, used Daniel Wallace’s textbook, The Basics of New Testament Syntax: An Intermediate Greek Grammar. The text was an abridged version of Wallace’s standard intermediate text called Greek Grammar Beyond the Basics. Since the primary focus was syntax, the amount of time focused on exegesis was quite limited.
Next, I took a similar path with learning Hebrew. I took two semesters of beginning Hebrew. The course followed Gary Pratico and Miles Van Pelt’s Basics of Biblical Hebrew. Like Greek, the first semester focused on nouns, and the second semester focused on verbs. As an aside, Van Pelt’s video series that accompanies the textbook is one of the most clear and concise teaching series that I have ever experienced. The third semester Hebrew class, Hebrew Exegesis, was significantly different from the third semester Greek Syntax class. The Hebrew Exegesis class was likely the most valuable class I took during my MDiv program. In this class, I learned word studies, textual criticism with the use of critical apparatus, and how to think about applying language study to exegetical analysis. I look forward to the two additional classes required in the PhD program that focus on the exegesis of Galatians and Jonah.
In my current ministry, I very seldom study a passage without incorporating language analysis. Often the process entails my own personal language study. However, one of the significant benefits of learning Greek and Hebrew is that the academic commentaries become accessible. Accordingly, sometimes I will consult various academic commentaries to investigate the various scholarly options, and then revisit my own language study to clarify my perspective. When teaching, I may have a personal preference, but more importantly, I am able to coherently provide different scholarly perspectives to my students when consensus does not exist.
I use several tools to work with biblical languages. First, and foremost, I use Logos Bible Software. My Hebrew Exegesis professor was on staff at the Faithlife Corporation and provided some valuable lessons on how to use Logos for language study. In Logos, I have created several custom layouts for studying both Greek and Hebrew. For example, in my basic Greek layout, I have the ESV, USB5, NA28 and a few other resources at the top half of the screen. I tie all these tabs together so when I search a verse such as John 1:1 the verse is found in each tab simultaneously. In the bottom section, I have the New Testament and LXX interlinears along with various dictionaries such as The Theological Dictionary of the New Testament. On the left-hand side of the screen I have the BDAG Greek-English Lexicon. BDAG is also tied to the other tabs so whenever I highlight a word in the English Bibles, Greek New Testaments, or interlinears the BDAG entry automatically appears. Finally, when doing word studies, a search allows the student to identify quickly each time the word is used in both the New Testament and the LXX. I have a similar layout for the Hebrew language. The primary reason for using Logos is that it saves a massive amount of time. Secondarily, by using digital resources, it saves a lot of room in my library. To be clear, I am not always a fan of digital resources. I always read physical copies of textbooks because I highlight, write in the margins, and interact with each text. However, for language study, I cannot imagine not using a software program.
I expect my usage of biblical languages to increase as a result of my current coursework. With a PhD focused on biblical theology, it is difficult to imagine any advanced exegetical work not considering the impact of the original languages. Furthermore, as I continue to use the languages, I am becoming more and more comfortable in using the Greek and Hebrew in environments outside of academic work. For example, when I do my devotions, I often use a reader’s edition. For those with limited biblical language background, a reader’s edition provides the definition and parsing for less common words. The Greek New Testament reader’s edition that I use is produced at Tyndale House and published by Crossway. I also use this version when doing translation work. Again, similar resources are available for the Hebrew language.
The tips that I would suggest for language learners are not unique. Almost everyone who has studied languages provides the same tips. First, learn enough vocabulary to make reading enjoyable. Currently, I know the vocabulary required in both the Hebrew and Greek classes. However, I have expanded my Greek vocabulary to the most common one thousand words, which makes Bible translation work much easier. Second, when the student is in the middle of learning the grammar and syntax of a language, he or she often does not spend much time actually reading the Bible. Accordingly, it is important to read and translate as much as possible as soon as possible. For example, I just finished translating the book of John, and I will likely start through the book of Mark next. John and Mark are two of the less difficult books to translate. Although I am a long way from being proficient with the biblical languages, I do believe the endeavor is well worth the effort.