This biannual course is taught on years 2015-2016, 2017-2018, ....
LGLOR1641 and LGLOR1642.
Mastery of detailed notions of the grammar of Syriac.
Alternately with LGLOR2646, this course deals with the following themes:
- a commented translation of different historical, hagiographic and exegetic texts; exercises in the decipherment of manuscripts (25.5);
- personal translation of texts read during the course (7.5).
At the end of this course, the student will be capable of vocalising, translating (with a dictionary), and analysing non-vocalised Syriac texts of different literary genres and epochs.
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Evaluation is continuous, but there will be an oral exam at the end of the year: the reading and translation of a text already seen, with grammatical explanations.
The course is not in the form of lectures: students must have prepared the texts; their preparation will be discussed and improved during the course.
The course permits further and deeper study and practice of the language studied in the first cycle. The texts studied vary from year to year and come from different epochs, historical contexts and literary genres:
- reading of texts of different literary genres (history, hagiography, theology, popular literature) of the third to the 15th century, written by writers in Syria, Irak, the Lebanon, Turkey and Iran;
- grammatical analysis and study of tools for the criticism of textual editions;
- exercises in the decipherment of different Syriac hands in manuscripts.
- J. Payne Smith , A Compendious Syriac Dictionary, Oxford 1903;
- M. Sokoloff, A Syriac Lexicon, Gorgias Press 2010;
- J.A. Crichton, Theodor Nöldeke. Compendious Syriac Grammar, Oxford 2001 (= Th. Nöldeke, Kurzgefaßte syrische Grammatik, Leipzig 19773);
- W.H. Hatch, An Album of Dated Syriac Manuscripts, Boston 1946.
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