It is extremely difficult to keep ones direction in what one is saying in a language that one is not so used to. It is enough effort to get anything out at all, let alone to say what you initially thought you might have liked to have said. Allowance should be made for that (natural) phenomenon when dealing with posts in Greek in threads.Stephen Carlson wrote:We occasionally get people composing in Greek in some threads. Often these go off-topic ...
I agree with this concern. Less-than-fully-competent students (most students) would of course benefit from peer review. Dividing discussions into; "I don't know if this is anything like Greek, but I'm going to try anyway" posts from "I think this is right so here goes" threads might be beneficial. I'm open to suggestions, but it seems to me that the divide is; "Is the writer able to use verbs with prefixed prepositions to any degree?" (ie are collocations accurately handled) and "how well are participles handled?" I think that there would be a broad spectrum of writers, with only a few of them ("very advanced students" as George calls them) who would serve as models of good Greek, and the majority will be writing Greek as a work-in-progress.George F Somsel wrote:Unless you are referring to very advanced students, my concern with the idea of Koine Conversation is that it would be a case of the blind leading the blind.
Apart from the concerns raised by LLS, I would like to raise the question of what people who aproach the forum will imagine composition to be. People will come with a variety of expectations. A well-planed forum with moderators who can direct / coax participants into one or other option might work okay. Some of those things might be "composing about a verse or topic", "exercises in using a particular tense or set of words", "summarising", "simplifying" or others that don't readily spring to mind.Louis L Sorenson wrote:The problem with having a B-Greek composition forum would be several.
The usual "trick" that training schools use when teaching English is to artificially supply students with prepared questions and prepared answers to those questions. Then they check if students have memorised both the answers and questions and answers. Finally, they let them have the conversation that they have prepared. That makes people feel good, and gives them a sense of satisfaction. If fact they know very little, but they have a sense of progress and want to move forwardTait Sougstad wrote:If you were going to lead a session with second-year Greek students, with the goal of keeping them conversing in Greek the entire time, how would you do it?
I think that you would do more than prescribe something, to be a group leader, you would need to supply linguistic (linguistic means the adjective of language) materials that they can use, and simple repetitive patterns to sort of move things along.Tait Sougstad wrote:Would you prescribe topics to discuss?
I think you would have to spend more time on them till they became natural for your fellows. Perhaps memorising a verse (or just a phrase) or two from the NT to serve as a role model for the construction would be okay.Tait Sougstad wrote:How would you help students practice sentence structures that are not intuitive to English speakers?
Take things step by step and one by one. Don't combine too much and don't push for progress.Tait Sougstad wrote:How would you help students use participles? What about verb tenses with which English speakers are unfamiliar (like learning to use the Perfect, Pluperfect, Imperfect, and Aorist tenses properly in conversation)?
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