The author employs cognitive semantic and frame semantic to demonstrate the basic semantic structure of the Biblical Hebrew verb שׁלם.

Since James Barr’s work in the 1960s, the challenge for Hebrew scholars has been to continue to apply the insights of linguistic semantics to the study of biblical Hebrew. This book begins by describing a range of approaches to semantic and grammatical analysis, including structural semantics, cognitive linguistics and cognitive metaphors, frame semantics, and William Croft’s Radical Construction Grammar. It then seeks to integrate these, formulating a dynamic approach to lexical semantic analysis based on conceptual frames, using corpus annotation. The model is applied to biblical Hebrew in a detailed study of a family of words related to “exploring,” “searching,” and “seeking.” The results demonstrate the value and potential of cognitive, frame-based approaches to biblical Hebrew lexicology.

Despite its centrality in mainstream linguistics, cognitive semantics has only recently begun to establish a foothold in biblical studies, largely due to the challenges inherent in applying such a methodology to ancient languages. The Semantics of Glory addresses these challenges by offering a new, practical model for a cognitive semantic approach to Classical Hebrew, demonstrated through an exploration of the Hebrew semantic domain of glory. The concept of ‘glory’ is one of the most significant themes in the Hebrew Bible, lying at the heart of God’s self-disclosure in biblical revelation. This study provides the most comprehensive examination of the domain to date, mapping out its intricacies and providing a framework for its exegesis.

The chapters of this volume address a variety of topics that pertain to modern readers’ understanding of ancient texts, as well as tools or resources that can facilitate contemporary audiences’ interpretation of these ancient writings and their language. In this regard, they cover subjects related to the fields of ancient Hebrew linguistics and Bible translation. The chapters apply linguistic insights and theories to elucidate elements of ancient texts for modern readers, investigate how ancient texts help modern readers to interpret features in other ancient texts, and suggest ways in which translations can make the language and conceptual worlds of ancient texts more accessible to modern readers. In so doing, they present the results of original research, identify new lines and topics of inquiry, and make novel contributions to modern readers’ understanding of ancient texts. Contributors are Alexander Andrason, Barry L. Bandstra, Reinier de Blois, Lénart J. de Regt, Gideon R. Kotzé, Geoffrey Khan, Christian S. Locatell, Kristopher Lyle, John A. Messarra, Cynthia L. Miller-Naudé, Jacobus A. Naudé, Daniel Rodriguez, Eep Talstra, Jeremy Thompson, Cornelius M. van den Heever, Herrie F. van Rooy, Gerrit J. van Steenbergen, Ernst Wendland, Tamar Zewi.

Most of the papers in this volume originated as presentations at the conference Biblical Hebrew and Rabbinic Hebrew: New Perspectives in Philology and Linguistics, which was held at the University of Cambridge, 8–10th July, 2019. The aim of the conference was to build bridges between various strands of research in the field of Hebrew language studies that rarely meet, namely philologists working on Biblical Hebrew, philologists working on Rabbinic Hebrew and theoretical linguists. This volume is the published outcome of this initiative. It contains peer-reviewed papers in the fields of Biblical and Rabbinic Hebrew that advance the field by the philological investigation of primary sources and the application of cutting-edge linguistic theory. These include contributions by established scholars and by students and early career researchers.

Drawing on the insights of functional grammar and cognitive semantics, this book offers a detailed linguistic analysis of Job 12-14 and a fresh exegetical reading of Job's longest and central speech in the book.

This volume deals with the song of wisdom in Job 28 as it is analysed by scholars in biblical exegesis, Hebrew lexicography and cognitive linguistics and shows that exploring the common ground is worthwhile

Oxford, Bern, Berlin, Bruxelles, Frankfurt/M., New York, Wien. This volume assembles selected proceedings of a conference held at the University of Leuven in July 1998. It sheds light on the tension between 'change' and 'preservation' in religious language. More specifically, the volume focuses on metaphor and translation as two sources of linguistic (semantic) change, which both play an important role in the continuous process of interpreting and re-interpreting discourse, i.e. the Bible. Although operating on different grounds with different intensity and range, both processes face the same challenge of finding new, historically and co(n)textually appropriate linguistic means to express a complex content. With regard to the cultural (religious) and historical embeddedness of different communities, the requirement of linguistic appropriateness inevitably leads to a continuous process of semantic adjustment ('reinterpretation') of earlier versions of a text. In dealing with religious language, however, this process of semantic change, which from a linguistic point of view may seem inevitable, sometimes faces severe opposition from the religious community itself. This very tension between the natural process of semantic change and the strong preserving power relating to the sacred content of religious language renders religious language a unique object of study for linguists, theologians, exegetes and others. Contents: Kurt Feyaerts: Introduction - Lieven Boeve: Linguistica ancilla Theologiae: The Interest of Fundamental Theology in Cognitive Semantics - Pierre Van Hecke: To Shepherd, Have Dealings and Desire: On the Lexical Structure of the Hebrew Root r'h - Olaf Jakel: How Can MortalMan Understand the Road He Travels? Prospects and Problems of the Cognitive Approach to Religious Metaphor - Greg Johnson: The Economies of Grace as Gift and Moral Accounting: Insights from Cognitive Linguistics - Ralph Bisschops: Are Religious Metaphors Rooted in Experience? On Ezekiel's Wedding Metaphors - Brian Doyle: How Do Single Isotopes Meet? 'Lord it' (b'l) or 'Eat it' (bl'): A Rare Word Play Metaphor in Isaiah 25 - Kjell Magne Yri: Recreating Religion. The Translation of Central Religious Terms in the Light of a Cognitive Approach to Semantics - Kristin De Troyer: 'And God Was Created...'. On Translating Hebrew into Greek - Katrin Hauspie: The Contribution of Semantic Flexibility to Septuagint Greek Lexicography - David Tuggy: The Literal-Idiomatic Bible Translation Debate from the Perspective of Cognitive Grammar - Eugene A. Nida: A Contextualist Approach to Biblical Interpretation.

"Research on the function and semantics of the verbal system in Hebrew (and Semitics in general) has been in constant ferment since McFall’s 1982 work The Enigma of the Hebrew Verbal System. Elizabeth Robar's analysis provides the best solution to this point, combining cognitive linguistics, cross-linguistics, diachronic and synchronic analysis. Her solution is brilliant, innovative, and supremely satisfying in interpreting all the data with great explanatory power. Let us hope this research will be quickly implemented in grammars of Hebrew." Peter J. Gentry, Donald L. Williams Professor of Old Testament Interpretation, The Southern Baptist Theological Seminary, Louisville, KY. In The Verb and the Paragraph in Biblical Hebrew, Elizabeth Robar employs cognitive linguistics to unravel the notorious grammatical quandary in biblical Hebrew: explaining the waw consecutive, as well as other poorly understood verbal forms (e.g. with paragogic suffixes). She explains that languages must communicate the shape of thought units: including the prototypical paragraph, with its beginning, middle and ending; and its message. She demonstrates how the waw consecutive is both simpler and more nuanced than often argued. It neither foregrounds nor is a preterite, but it enables highly embedded textual structures. She also shows how allegedly anomalous forms may be used for thematic purposes, guiding the reader to the author’s intended interpretation for the text as it stands.

This book employs cognitive linguistics to determine the foundational elements of the ancient Israelites’ concept of teaching as reflected in the text of the Hebrew Bible and Ben Sira. It analyzes four prominent lexemes that comprise a lexical set referring to the act of teaching: ירה-H, למד-D, ידע-H, and יסר-D. The study concludes that, in its most basic form, the concept of teaching in ancient Israel was that a teacher creates the conditions in which learning can occur. The methodology employed in this project is built on a premise of cognitive studies, namely, that because teaching is a universal human activity, there is a universal concept of teaching: one person A recognizes that another person B lacks knowledge, belief, skills, and the like (or has incomplete or distorted knowledge, etc.), and person A attempts to bring about a changed state of knowledge, belief, or skill in person B. This universal concept provides the starting place for understanding the concept of teaching that Biblical Hebrew reflects, and it also forms the conceptual base against which the individual lexemes are profiled. The study incorporates a micro-level analysis and a macro-level analysis. At the micro-level, each lexeme is examined with respect to its linguistic forms (the linguistic analysis) and the contexts in which the lexeme occurs (the conceptual analysis). The linguistic analysis considers the clausal constructions of each instantiation and determines what transitivity, ditransitivity, or intransitivity contributes to the meaning. Collocations of the lexeme, including prepositional phrases, adverbial adjuncts, and parallel verbs, are evaluated for their contribution to meaning. The conceptual analysis of each lexeme identifies the meaning potential of each word, as well as what aspect of the meaning potential each instantiation activates. The study then determines the lexeme’s prototypical meaning, which is profiled on the base of the universal concept of teaching. This step of profiling represents an important adaptation of the cognitive linguistics tool of profiling to meet the special requirements of working with ancient texts in that it profiles prototype meanings, not instantiations. In the macro-analysis, the data of all four lexemes in the lexical set are synthesized. The relationships among the lexemes are assessed in order to identify the basic level lexeme and consider whether the lexemes form a folk taxonomy. Finally, the profiles of the four prototype meanings are collated and compared in order to describe the ancient Israelite concept of teaching. The study finds that the basic level item of the lexical set is למד-D based on frequency of use and distribution. In its prototypical definition, למד-D means to intentionally put another person in a state in which s/he can acquire a skill or expertise through experience and practice. In contrast to this sustained kind of teaching, the prototypical meaning of ירה-H is situational in nature: a person of authority or expertise gives specific, situational instruction to someone who lacks knowledge about what to do. The lexemes יסר-D and ידע-H represent the most restricted and the most expansive lexemes, respectively: the prototypical meaning of יסר-D is to attempt to bring about changed behavior in another person through verbal or physical means, often to the point of causing pain; the prototypical meaning of ידע-H is that a person of authority causes another person to be in a state of knowing something from the divine realm or related to experiences with the divine realm. The study determines that while the four lexemes of the Biblical Hebrew lexical set “to teach” have significant semantic overlap, they cannot be construed in a folk taxonomy because the words are not related in a hierarchical way.