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Rachael Clark Garland High School, TX

A mastery of Greek vocabulary can be a skill which alleviates the strain of learning Greek, so a structured and coherent presentation of vocabulary benefits both teachers and students.

This paper examines vocabulary usage and frequency in two popular textbooks, Athenaze and From Alpha to Omega, and compares the vocabulary of each textbook with the 50% word list and 80% word list of core Greek vocabulary developed by Wilfred E. Major (CPL Online 4.1 [2008]

1-24). The results of this study provide some preliminary work toward the broader goal of providing teachers with vocabulary aids for commonly used Greek textbooks. In particular, this paper provides a list of key vocabulary words that correspond to the two textbooks in the study (appendices 1-4). Some additional suggestions for teachers on how to help students with vocabulary acquisition are provided.

Vocabulary Frequency, Vocabulary Acquisition, Corpora (Linguistics), Ancient Greek Textbooks

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Learning Greek can be a very difficult and daunting process for many students. In Greek, students encounter a language that is full of complex forms, grammatical intricacies, accent marks with seemingly complex rules, and syntactical irregularities, all of which is presented in a completely foreign-looking alphabet. We ask a lot of our beginning Greek students, and we must if they are to adequately learn the language in a timely manner. One way we may be able to ease our students’ journey through the early levels of Greek is to focus on orienting students to the most commonly used vocabulary.

The Greek language has approximately half the core vocabulary of other languages, including English and Latin (Major 2). One of the first things we introduce to our beginning Greek students is a list of vocabulary, yet vocabulary seems to be one of the last things students master. Students of both Greek and Latin often complain that they have trouble remembering the vocabulary in all the readings and that they have trouble recognizing those words in their various forms. The smaller size of the core vocabulary of Greek can be used to our advantage by stressing these words over others less likely to be encountered in ancient Greek texts. By regularly reinforcing this core vocabulary, students who continue their studies in Greek will have acquired a working vocabulary that will serve them well regardless of the texts used at intermediate or advanced levels. The intent of this paper is to provide a list of key vocabulary words that correspond to the two textbooks chosen for this study. This study compares the 50%

1 I would like to thank Emily Vinci for verifying the data and Ann Cannon for help with the tables and figures.

and 80% word list of core Greek vocabulary, as compiled by Wilfred Major from the Perseus database (Major 4, 12-24), with the vocabulary in From Alpha to Omega and the Athenaze series.

Four appendices are included that identify the vocabulary in each textbook that corresponds to the 50% list and 80% list. Finally, some additional suggestions on how to help students with vocabulary acquisition are provided.

The methodology for compiling the original 50% and 80% word lists is explained in Wilfred Major’s publication, “It’s Not the Size, It’s the Frequency: The Value of Using a Core Vocabulary in Beginning and Intermediate Greek,” and is restated here. The 50% word list was compiled using the 4.1+ million words in the Perseus Project database and was compiled March 31

, 2006 and subsequently revised. It updates a similar list compiled by Professor Helma Dik of the University of Chicago. The 80% list was similarly compiled and revised in stages from 2004 to 2006. It began with the raw list of lemmas generated by the Perseus vocabulary tool. The raw list consists of 1,193 lemmas, but Major modified it in three basic ways. First, most proper nouns and related words were eliminated. Second, lemmas (e.g., a type of viper) that are generated because they share the same form with a more common word (i.e.,

) have also been deleted.

Finally, 79 additional lemmas have been incorporated into this newly reduced list based on cultural importance, English derivative possibilities, or other factors (Major 3, 6-7).

The resulting list is made up of 1,106 words and was the starting point for this article. The lists attached here are revised to match the two textbooks used in this study. The words not contained in the textbooks are included at the end of each 80% list.

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The 50% list (Major 4) consists of 63 high-frequency words that make up 50% of ancient Greek texts. In From Alpha to Omega, all 63 high-frequency words from the 50% list are represented at some point in the book, which contains 50 chapters based on various grammar points with the more complex grammar points held to the second half of the book.

Again, taking the seven high-frequency verbs from the 50% list, one finds that five of those are introduced in the early chapters and two in later chapters. The deferral of two verbs, and

for later chapters is due to the author’s decision to introduce

verbs in the last few chapters of her book. However, if the readings at the end of each chapter are taken into consideration, then is actually first introduced in chapter 13, which is significantly earlier than the official introduction in chapter 32. Other high-frequency words are treated in a similar manner; they are introduced in the short readings at the end of various chapters, but only officially introduced sometime later. It is possible to begin working with many more high-frequency words sooner by paying close attention to which words in the readings are also on the 50% list (see appendix 1).

In Athenaze, Book I, 59 of these words are introduced in the first few chapters with seven of the eight verbs introduced by chapter six.

This means that approximately 94% of the 50% list is represented at some point in Athenaze, Book I. The remaining four words not introduced in

2 Major’s original lists are also available at http://www.dramata.com.

3 Groton’s book is divided into two parts with the more sophisticated syntactical points discussed in the second half of the book.

4 is introduced later in chapter 11 as the aorist of

Athenaze, Book I, are at least glossed in Athenaze, Book II.

Therefore, the 50% list is fully represented in the Athenaze series, but some words may need to be reinforced outside of the text in order for students to truly master them because they are not used frequently (see appendix 2).

In order to examine the frequency of some words throughout the first half of From Alpha to Omega and throughout Book I of Athenaze, I counted the number of times the seven

verbs from the 50% list appeared in these areas. I chose these verbs because they are the most common and are often the hardest for students to recognize in their various forms. I found that some words are used frequently in a variety of forms, while others are introduced early, but only used a handful of times in later chapters.

This is true for both books and involves some of the same words. Based on the above findings, with the exception of

the most frequently used verbs in ancient Greek may not be used frequently enough by the authors of the two textbooks.

The 80% list consists of the 1106 words which make up 80% of Greek texts (Major). In From Alpha to Omega, 463 of the 1106 words are formally introduced in the chapter vocabulary lists, with that number climbing to 586 words introduced if the short readings at the end of each chapter are factored in (Table 1). These numbers represent approximately 42% and 53% of the list respectively. Of the same 1106 words on the 80% list, 602 are formally introduced in the Athenaze series. These 602 words represent approximately 54% of the 80% list. If the words glossed in the reading are considered, the number of words in Athenaze that are represented on the 80% list jumps up to more than 725 words

, approximately 66% of the 80% list.

Table 1

Number and Percentage of Vocabulary Words from the 80% List in Two Beginning Greek Textbooks

At first, these may seem like small numbers, but they are not. If students of beginning Greek can master approximately half or more of the most frequent words used in Greek texts (i.e., the 80% list) by the end of their first year of college (or second year of high school), they will be able to proceed to intermediate Greek with more confidence and, hopefully, more success. The

5 is only glossed as being in the grammar section of chapters 22 and 25; it is not explicitly introduced in any chapter vocabulary.

6 One of the eight verbs on the list is the aorist form of which I did not count as a separate verb.

7 For example, is introduced in the first chapter of Athenaze book I and used ~ 140 times in various forms throughout the book, while and are used less than 20 times each after they are introduced.

8 The words in the Athenaze readings are usually conjugated verbs and are often more grammatically advanced, and consequently require more extensive explanation.

remainder of the 80% list can be advanced levels of Greek should author being studied.

It is important to remem always the high-frequency words reinforce the importance of the w 80% list.

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In order to examine word chapters from each of the two te from the end,

and compared unexpectedly, in both textbooks exercises than in the readings vocabulary is utilized in the exe take precedence.

Figure 1

9 From Alpha to Omega, chapters 5, 25 was chosen because it is the first one to

10 For purposes of this study, exercises additional passage for reading compreh associated with it, nor the passages of G

e stressed at the intermediate level so that stud d only need to concentrate on learning vocabular mber that high-frequency words in ancient Gre s of a Greek textbook, and it is up to each instru words on the 80% word list over words that do n

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d frequency within the stories and practice senten extbooks, one from the beginning, one from the

every word in the stories found there to th s the percentage of words from the 80% list w

(Figure 1). Textbook authors have more con ercises than in the readings where the demands

, and 45; Athenaze, chapters 1, 17, and 24. From Alpha to o include a connected prose reading.

and readings in Athenaze never include Word Building ex hension at the end of each chapter and the English to Gree Greek Wisdom or the New Testament.

ents reaching the ry peculiar to the eek texts are not uctor to regularly not appear on the

nces, I took three e middle, and one he 80% list. Not was higher in the ntrol over which s of the narrative

o Omega, chapter 5, xercises, nor the ek exercise

When the two textbooks are used in the exercises, it beco Omega and Athenaze (Figure 2) necessarily come up often, but a the 80% list are proper nouns sp agricultural terms that are not u ), or words from the same (the feminine

rather th frequent noun

, or the com Figure 2

The same is true when r chapter 5 reading in From Alph passages in the two textbooks uti Figure 3

are compared in the percentage of words from omes clear that there is little difference betwee ). Many of these words consist of articles and are on the 80% list. Most of the words that do n pecific to the events in the story

used frequently enough to make the 80% list ( e root as words on the 80% list, but simply not han the masculine

, the verb

in mpound

rather than simply

).

reading passages are compared. Aside from the ha to Omega, “A Fowl Plan Backfires” (Aesop

ilize words from the 80% with similar frequency

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the 80% list that n From Alpha to prepositions that not correspond to

,

(e.g.,

quite as frequent stead of the more

e anomaly of the 55), the reading y (Figure 3).

Figure 4 graphically illu textbooks.

While From Alpha number of exercises and words p the specific grammatical items b because Athenaze, chapter 1, is introduce any grammar while F grammar before it presents its fi and end chapters presents more r provides ten Greek-to-English se a of each chapter has at a minim one English-to-Greek containing Athenaze is one Greek-to-Englis covered, however, Parts a and b or more sentences to translate f additional exercises in both Par students to transform fifteen verb English-to-Greek sentences.

Ev of distinct words in the exercis Athenaze. In addition, since Fro may be possible that students enc Figure 4

11 Word counts include repeats (i.e. if a

12 Part a of Athenaze, chapter 24, adds a one Greek-to-English exercise of ten se

13 Because From Alpha to Omega has f the results for Athenaze Part a and Part equitable. (Athenaze presents most of th Thucydides and Aristophanes.)

ustrates the number of words used in the exer a to Omega, after the first few chapters, has r per exercise in every chapter, the number in Athe being covered. The beginning chapter compariso s both the first chapter to include a reading From Alpha to Omega has already introduced

irst reading passage in chapter 5. The comparis reliable data. Each chapter in From Alpha to Om entences and five English-to-Greek sentences. I mum one Greek-to-English exercise containing t g five sentences; the minimum for Part b of sh exercise (ten sentences). Depending on the gr frequently have an additional exercise, either fo from Greek to English. Athenaze, chapter 17,

rt a and b: in Part a there is a transformation bs from active to passive, and Part b includes a ven if the beginning chapter comparison is exclu ses may be slightly greater in From Alpha to om Alpha to Omega contains fewer words from

counter those words more frequently.

a word appears three times, it is counted three times).

a second exercise of five Greek-to-English sentences; Par entences.

fifty chapters compared to the twenty-eight chapters of Ath b separately in Figures 4 and 5 in order to make the comp he new grammar by chapter 28; chapters 29-30 present ex

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rcises in the two roughly the same enaze depends on on is not reliable, and the first to four chapters of son of the middle mega consistently In Athenaze, Part ten sentences and f each chapter in

rammatical items ocusing on forms for example, has n exercise asking an additional five uded, the number o Omega than in m the 80% list, it

rt b has the minimum, henaze, I have noted parison more xtracts from

The most striking differe raw number of words used in th students of Athenaze encounter From Alpha to Omega do. Wh exceptionally high, it is not unco to ten lines longer than Part a of has over From Alpha to Omega seems that students encounter s Athenaze than they do in the read opportunities to learn the 80% m Figure 5

Although it seems that th vocabulary, the stories may not a 80% word list. In both textbooks random paragraph in a story an sentences are made up of high-f always feature the most frequen frequency words are used sparin more regularly through a variety

I believe that supplement facilitate retention of the most c suggestions for teachers are listed 1) All Greek I students cou

single page and makes

14 An average of 12.9 new words per sec

ence between the two textbooks occurs when o he readings. In Figure 5, it is possible to see

nearly twice the number of words per reading hile the number of words in Athenaze, chapte ommon for Part b of each chapter to contain a re

the same chapter. Even given the slight advanta a in number of distinct vocabulary words from ignificantly more repetitions of those words in ding passages in From Alpha to Omega, and thu most common words in Greek.

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he readings in both textbooks have a large am always reinforce the high-frequency vocabulary s, words that appear on the 80% list may only be nd never used again. In both textbooks, mos frequency words from the 80% list, but these nt words that make up the 50% list. Addition ngly in both textbooks and should be reinforce

of ways.

tal vocabulary materials and actions on the part o common vocabulary needed in further studies d here:

ld be provided with the 50% list (see appendic for an easy handout. Greek I or Greek II st

ction in Athenaze versus 11.7 per chapter in From Alpha to

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one compares the that, on average, g that students of er 17, Part b, is eading that is five

age that Athenaze the 80% list

, it n the readings of us may have more

mount of valuable from the 50% or e glossed below a t of the practice sentences do not ally, many high- ed by the teacher

of teachers might of Greek. Some es 1-2), as it is a tudents could be

o Omega. See Table 1.

provided with the corresponding 80% list for their text book.

The complete 80% list (Major) is approximately 14 pages and contains vocabulary not immediately useful to students using Athenaze or From Alpha to Omega. These pages could be held back for the intermediate level or given to students toward the end of Greek II as words to be mastered later. Perhaps a sheet of vocabulary from the 80% list for each new chapter would be reasonable (see appendices 3-4). One other option is to skip the 50% list altogether and simply hand out the 80% list as it relates to each chapter.

2) Regular vocabulary quizzes, focusing on either the 50% list or 80% list, would reinforce high-frequency words. These quizzes could be limited to either the 50% list or the 80%

list words depending on how the information has been presented and at what level of Greek the students are studying. Students would have a set number of words that must be mastered in order to perform well on these quizzes, which will, in turn, build their confidence. If using a reading quiz instead of a vocabulary quiz, words from the 50% or 80% lists could be underlined in a reading passage and students could be asked to identify these words in a separate section of the quiz. As some students learn vocabulary better through context and recognizing words in context is the ultimate goal, it is reasonable to use reading quizzes to reinforce high-frequency words, while moving the focus away from words that do not appear on either list. This is also an important way to move away from potential problems with vocabulary lists, such as students associating meaning only with the first principal part of a verb or identifying only a single meaning of a word with multiple meanings.

3) Where appropriate, derivative exercises can be created to reinforce words on the 50% or 80% word list. Although not all Greek words lend themselves to this kind of exercise, those that do will be reinforced even more, and students will have the added benefit of an increased English vocabulary as well. These exercises can come in a variety of forms, including anything from matching to filling out derivative trees. Using derivative trees can also help create word families with the high-frequency vocabulary (Distler 69-72).

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Vocabulary acquisition continues to be a major obstacle, even for many advanced students. A focus on the vocabulary necessary for their later success will ultimately serve students better than a focus on story specific vocabulary that appears less frequently in ancient texts. Coordinating the vocabulary lists from the textbook with the core vocabulary that makes up 80% of Greek texts can help students establish a working vocabulary that will facilitate the difficult leap from the grammar books to ancient Greek texts. The techniques used in this paper to evaluate the vocabulary of two commonly used textbooks can be applied to the textbook of choice by rearranging the original 50% list or the 80% list to fit the textbook used. Additionally, since I advocate that teachers and professors of Greek make up their own vocabulary exercises and quizzes to correspond to the vocabulary in their textbook, the above suggestions can also be applied to any text for elementary Greek.

15 See the 80% lists as they correspond to From Alpha to Omega (appendix 3) and to the Athenaze series (appendix 4).

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Balme, Maurice, and Gilbert Lawall. Athenaze: An Introduction to Ancient Greek, Books I-II. 2

ed. New York: Oxford UP, 2003.

Distler, Paul. Teach the Latin, I Pray You. Nashville, TN: Wimbledon Publishing Company Ltd., 2000.

Groton, Anne H. From Alpha to Omega: A Beginning Course in Classical Greek. 3

ed.

Newburyport, MA: Focus Publishing, 2000.

Major, Wilfred E. “It’s Not the Size, It’s the Frequency: The Value of Using a Core Vocabulary in Beginning and Intermediate Greek.” CPL Online 4.1 (Winter 2008) 1-24.

<http://www.camws.org/cpl/cplonline/cplonline.html>.

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This appendix contain all of the words in From Alpha to Omega that also appear on Wilfred Major's list of the 1,106 words that make up 80% of the Greek database of 4.1 millions words in the Perseus Project. The list is divided into two parts: a chapter-by-chapter listing of the words that occur in both the textbook as well as on the 80% list, followed by the words from the 80% list that do not appear in the textbook.Words appear twice if they were first introduced in a reading, then later in the chapter vocabulary. Words that appear first in chapter vocabulary or are listed in multiple readings only are inserted with the earliest chapter to which they would be associated.

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CHAPTER 16

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