A grammar of the Mpongwe language : with vocabularies: by by J Leighton Wilson
By J Leighton Wilson
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2. From the data and my conclusions about these four lexemes, I will formulate the foundations for the ancient Israelites’ concept of teaching. 3 Cognitive Semantics The semantics work in this study will be carried out in accordance with recent linguistic research in cognitive semantics. Cognitive semantics falls within the || 20 The method is akin to that of S. Witmer in his study of divine education in early Christianity (2008). Witmer identifies as an exemplar of this method E. Birnbaum’s work on Philo, in which she studies a complex corpus to determine Philo’s concept of “seeing God” (Birnbaum 1995).
Determining the prototypical meanings of similar BH lexemes can help us distinguish significant nuances of meaning that might otherwise go unnoticed. , %8:, +&9), E. Tully determined that the prototypical meaning of +&9 “carries the special emphasis of focusing on the end of a person’s life”; the core meaning of %8: “can refer to a technically neutral act (such as accidentally killing someone), but it is…negative” in its connotation; and the prototypical meaning of :! 30 Additionally, identifying prototypical definitions helps indicate where meanings are marginal and where metaphor extends the meaning.
Næss 2007: 15). 37 The English word “teach” is not prototypically transitive since it does not involve an Agent “performing a concrete, dynamic action which has a perceptible and lasting effect on a specific ‘patient’” (Næss 2007: 15). , see, watch), the act of teaching generally does not denote a physical causation event: “we have no reason to posit any kind of energy transfer from the experiencer to the other participant…[but nonetheless] the experiencer’s role is energetic to the extent that we think of energy as being required for mental activity” (Langacker 1990: 222).