Saturday 19 March 2011

I'm about 20% on my way through Bellum Helveticum


Postby Karavinka on 2011-02-07, 20:35
My work contract expired as of Jan. 31 and I've been sleeping a lot since then. And the Chinese New Year fell on the first week of February this year so I had to waste my time visiting relatives etc, losing the precious time that I could have used to... not to learn Latin but to be with my gf. ;) I still spent some time with Latin and I wanted to make a note before I take off to Jeju, a resort island off the southern coast, in a few hours.

Well, anyways. As of Feb. 8:

* Wheelock's Latin, Loci Antiqui and Loci Immutati : I read through the passages while making a vocab list. Didn't spend too much time with this, though. Both these sections and the reader volume seem too heavy on Cicero imho.

* Chamber's Latin Alive and Well : finished! It is actually awful like Wheelock, and many sentences and some reading passages are shared between the two. However, Chambers was nice enough to add review sheets (with answer keys) every few lessons, and he has more English to Latin exercises. (I don't think I just have the confidence unless I can produce it somehow) Most readings are adapted from classicals, heavy on Livy and Caesar.

* I'm about 20% on my way through Bellum Helveticum, a Caesar-based textbook available online with podcasts from Latinum. There are as many (if not more) English to Latin than just passively reading Latin, starting from a simple noun clause to full sentences. The podcast is helpful as well: though I'm not intent on speaking Latin, I still want to feel at least somewhat natural when I read out loud. I never knew there was elision in Latin. (Gallia est .. to Galliest.., according to the podcast.)



@KingHarvest: Yes, Eutropius reads differently from, say, Nepos or Caesar. But I'm still glad that it exists and there must have been some reason when the Renaissance schoolmasters picked it as the pupil's first Latin author... Thanks for the comment, I'll take a look at Augustine.

Wednesday 16 March 2011

Bilingual Readings on Latinum

In 2011 I started a new section of Latinum - composed of bilingual readings of the Classic authors, using the system of texts produced by Hamilton and Underwood, and those produced by John Taylor for the University College London.
These are the links to the current selection - comprising several hours of audio material.

BILINGUAL AUDIO

1. Bilingual Caesar - Invasion of Britain 
2. Bilingual Celsus - De Medicina 
3. Bilingual Cicero - Orations 
4. Bilingual Nepos - De Viris Illustribus 
5. Bilingual Ovid - Metamorphoses 
6. Bilingual Virgil - Eclogues 

These texts have been edited with the syntax adjusted to make an English interlinear possible - thus they are to be considered as intermediate texts, and once the listener has used them to get to grips with the material, they should commence reading the original text, with the words in the intended order.

Bilinguals and Language Learning

An interesting piece of research came out a couple of days ago, about those who use a second language, and perception.
I think it is of great interest to second language teachers: especially those who focus on translation - it should, I think, give pause for thought.


Reading over this article, my conclusion was that those students who remain in the 'translation zone' with their Latin - only comprehending it through translation, rendering the Latin into English, and then processing the translation, not the Latin, as their primary source text, are greatly retarded in their ability to understand the subtle gradations of semantic meaning -  the true meaning of Latin words - whose  sematic properties only become apparent through use within the language, on its own terms. 

Constant translation and working with a text in translation would,I think, hamper this process. Perhaps it would take place, but imperfectly, as semantic fields between languages only imperfectly overlap.

This applies I suspect to grammatical structures as much, if not more than to vocabulary.

For example,  the use of the ablative - constantly translating ablatives into their myriad of sub categories - attempting to shoe-horn them into English - probably retard the student's ability to reach an intuitive understanding of ablative usage within Latin - and this understanding only comes through the mechanics of the language itself, on its own terms, without translation.

Through, as many have said, "much reading".

Now, I am not saying some translation is not needed - a modicum of translation can speed up the learning process at the beginning. Interlinear translations can even speed up the process of intial language acquisition, be enabling the student to get through screeds of text in a short time - but the translation is necessarily limited - It can give the 'ball park' of new vocabulary. Some words transpose neatly. Canis and Dog, for example. Many key concepts do perhaps not, such as res publica, virtus, and a host of others. 

Any thoughts?
Evan.