introduction

Effective Learning Strategies

■f

Do your best to present you rself to God as one approved,

a w orkm an ... w ho correctly handles the word of truth.
2 Timothy 2:15

This chapter focuses on important learning strategies that you will use throughout this
textbook and in your reading of materials related to the Bible and theology. You should read
it carefully, studying each of the strategies and doihg the exercises for each section. As you
work through each of the following chapters, you should refer back to these strategies. They
will play a significant role in your progress.

PART I: Reading Strategies

Becoming a Better Reader

Good readers use a variety of successful
strategies or techniques that help them
understand what they read, remember Learning strategies are techniques, procedures,
what they read, and then, when needed, or steps you take to help yourself learn more
apply what they have learned in other effectively. They include reading strategies and
settings. These are the same three goals vocabulary strategies.
that we have for you. In this course we Reading strategies help you with tasks such as
want you to understand the theological learning to read more quickly and improving
content of each chapter, remember the your level of comprehension.
most important information you have Vocabulary strategies are the specific
learned about each of the topics, and reading strategies that help you with tasks
then apply this foundation in theology as such as learning new words and using them
appropriately in speech and writing.
an aid in comprehending the content of
theology books and articles. To help with
these tasks, we want you to understand
some important learning tools presented
in this book, which are the reading and vocabulary strategies as well as the types of grammar
constructions used in theological writing. We also want you to remember how to use these
tools in effective and appropriate ways, and then apply them to your reading of academic
materials written in English.
Many reading and vocabulary strategies are easy to understand, but using them to establish
good reading habits takes much practice. You should apply the following strategies as you
study this textbook and other materials written in English. You may need to refer back to this
list frequently to make sure you are following the suggestions. (Throughout this book, we will
introduce additional reading and vocabulary strategies and give you practice in applying them.)
Exploring Theological English: Reading, Vocabulary, and Grammar for ESL/EFL

P la n n in g Your Learning

Planning Your Learning

1. Plan to work for at least a few minutes every day in this textbook. Your language skills will improve more
rapidly when you study every day for short periods of time rather than studying once or twice a week for
longer periods of time.
2. With your teacher's help, decide on some personal reading goals (e.g., to read more quickly, to read
outside of class every day, to expand your academic vocabulary). In setting your goals, be as specific as
possible. For example, you may decide to read outside of class for half an hour every day, or you may decide
to learn 25 new words every week.
3. Learn about the varieties of dictionaries. These include (a) a bilingual dictionary (e.g., Polish/English),
(b) a standard English/English dictionary for general vocabulary, (c) an ESL learner's dictionary for easy-to-
understand definitions of general vocabulary, and (d) a theological dictionary for discipline-specific terms.
4. If possible, locate and have available for your use one or two of the more literal versions of the Bible,
such as the New American Standard Bible (NASB) and one or two of the more modem translations such
as the New International Version (N IV) and the New Living Translation (NLT). (These Bibles are listed in
Ch. 1, Fig. 1.2, p. 43.) In addition, you may want to use your native-language Bible.

Write the answers to the/ollou'ing questions as you think about planning your learning.
List two of your reading goals.

List the types of dictionaries you plan to use.

List the Bible versions you plan to use.

 M a n a g in g Your L earn in g

Managing Your Learning

1. Read Bible passages—those assigned in class as well as those you choose for your own out-of-class
reading—in two or three different English versions. You may want to read from a more literal translation,
which uses many of the theological terms discussed in this book. Then read the same passage in a modern
translation that uses less difficult vocabulary and sentence structures and translates at least some of the
theological terms into everyday vocabulary. Reading from more than one translation will help you to
comprehend more fully the content, gain practice with different grammatical constructions, and increase your
vocabulary. If you find it difficult to understand the English translations, first read the same passage in your
native language. This will help you to understand the English text more easily.
2. Do not translate more than small sections of reading materials (e.g., this textbook) into your native
language. While you may need to translate an occasional word or phrase, try to use only English as much as
possible. This will help you learn to think in English, which will help you read more quickly and understand
what you read more easily. If you need to translate more than a few lines into your native language, try to do
less translation in Ch. 2 than you did in Ch. 1, even less translation in Ch. 3 than in Ch. 2, etc. If you need to
have someone else translate major portions of each chapter into your native language, this is one indicator
that you need to reach a higher level of English proficiency before you are ready to use this textbook.
3. Discuss the content of what you are reading with others. If it is too difficult to do this in English, discuss the
readings in your native language.
4. When you do not understand something, ask your teacher about it or ask other students in the class.

Write the answers to the following questions as you think about managing your learning.
1. Compare I Corinthians 6:11 in the KJV and NLT:

And such were some of you; but ye are washed, but ye are sanctified, but ye are justified in the name of the
Lord jesus, and all by the Spirit o f our Cod. (KJV) *■

Some o f you were once like that. But you were cleansed; you were made holy; you were made right with Cod
by calling on the name of the Lord jesus Christ and by the Spirit o f God. (NLT)

How does the NLT translate these terms?

a. sanctified _______________ ________________________

b. justified ______________________ ___ ______ ________

2. Read Hebrews 12:12-1 3 in the NKJV:

Therefore, strengthen the hands which hang down, and the feeble knees, and make straight paths for your
feet, so that what is lame may not be dislocated, but rather be healed. (NKJV)

Answer these questions by referring to Hebrews 12:12-13 in the following translations.

a. W hat does feeble mean?

b. Does what is lame refer to the person addressed in the first phrase or does it refer to other
people?

c. W hat does dislocated m ean?

3
 Therefore, strengthen your feeble arms and weak knees. Make level paths for your feet, so that the lame may
not be disabled, but rather healed. (NIV)
So take a new grip with your tired hands and strengthen your weak knees. Mark out a straight path for your
feet so that those who are weak and lame will not fall but become strong. (NLT)
Now stand up straight! Stop your knees from shaking and walk a straight path. Then lame people will be
healed instead of getting worse. (CEV)

Ev alu atin g Your L e a rn in g

Evaluating Your Learning

1. In a notebook list your reading goals, your successes and trouble spots and your plans to work on the
problem areas. Write in your notebook at least once each week, and refer back to ,t frequently.
2. Regularly evaluate your learning of the theological content of each chapter and your use of learning
strategies. This will help you to identify your successes as well as areas that need more attention. Beginning
with Ch. 1, we provide a checklist at the end of each chapter to help you evaluate your use of learning
strategies. ____________________________________________ ______________________ _

As you think about evaluating your learning, look at p. 48. Note that at the end of Chapter 1
you will be asked to review these strategies from the Introduction and report on your strategy
use. Then, at the end of each of the following chapters, you will again evaluate your strategy
use.

Ex p an d in g Your L e a rn in g

Expanding Your Learning

I. Read other materials w ritten in English (e.g„ newspapers, magazines, books). These will help you to
develop your overall reading skills and increase your vocabulary.
!. Use English out of class as often as you can. As you develop your other skills, such as listening and speak,ng,
your reading ability will also improve.

Write the answers to the following questions as you think about expanding your learning.
What other English language reading materials do you plan to read?

What are other occasions for you to use English?

 Introduction

PART II: Vocabulary Strategies

t e 0 r " 'p f o v ^ o u ? v o ^ b ! u ^ f o r academic or theological reading requires skdl in understanding,

analyzing, and remembering words. In this book you \vi earn a ou s ra eg
figuring out word meanings and using a dictionary, and you will practice their use in ^
understanding new vocabulary items.

F ig u rin g Out W o rd M e a n in g s ___________________________

Figuring Out Word Meanings

1 Try to figure out the meaning from the context. As you read through the paragraph or sentence containing
y y u ic u u u iic n iM y . nina or fb) may even define the word or term
the new word, the author (a) will often give you clues to its me g k ) y • from
in the same sentence or a nearby sentence, (c) Frequently, however you can figure out the ^ a ™ n g from
the overall context-the ideas being discussed and the words and phrases surrounding the word you do not

a^For example, in Ch. 1, pp. 23-24, we find the word journey used several times. Notice the clues to its
meaning in 1 6. Each boldfaced word below can be associated w,th the word ,ourney.
Our journey into the world of the Bible is not a once-in-a-lifetime trip We are ^ m to n ^ n fhe p r^ ss o
making many round trips in which we are *going there" and 'com,ng back ogam. We m aycom pariUo
,■ ' r , , ,„ „ n trv it we have been there often enough, we do not need to
making repeated visits to the same foreign country, n w e n u e
consult a map or guidebook as closely as we did during our first visit.
b. In C h .l, p. 23,1 4, the terms 'go there’ and 'come back again' are defined immediately before they are
mentioned. The definitions are in bold in the excerpt below.
... our overall approach should be to enter the world of the Bible ("go there") and back
understand a passage in the context in which it was written. Then we should return to our world ( come
again"), where we interpret and apply the truths to our own context.
c. In Ch. 1, p. 2 5 ,1 1 0 , you can guess the meaning of variations by reading the full sentence:
Textual Criticism is the study of differences or variations found within ancient manuscripts
2. Look at the grammatical features of the word. Is it a noun, verb, adverb, adjective, or some other part of
speech? The part of speech will often give you clues about the meaning o a wor
Look at this sentence from Ch. 1, p. 19,1 1: . ... . , .
in 539 BC, Cyrus, King of Persia, issued a decree permitting the return of the Hebrew captives to their homeland
The word issued is a verb, telling us something that King Cyrus did The words
are nouns. From the context, we can determine that King Cyrus did something Ossued a «te r e e )^that
permitted or allowed the Hebrew people woTd homeland is similar to the
word capture, we can guess the meaning of the noun captives, l h w ij c ,
word home, allowinq us to quess the meaning of homeland. . . . .
3. Break the word into meaningfu. parts whenever possible. Familiar word parts g,ve you clues to the
meaning of a word. , . .
For example in Ch 1 p 23 1 3 the word so,ourned is used. If you already know the word ;ourney, you can
i-or example, in i_n. I, p. z s , i s , ' .. ,• , mPv (Chs 3-6 and 8 provide practice on word
easily guess that sojourn has something to do with taking a jour y.
analysis.) _______________________ ________________________________________________

5
- - K ^edu. ng, vocaouiary, and Grammar for EbL/thL
™P.!.?.r.!.?.9 X^eo*°?'ca^English: Reading, Vocabulary, and Gramm ar for ESL/EFL

Complete the follow ing exercises to practice figuring out word meanings.
1. Try to guess the meanings of the words below.

a. Find the word modalism in Ch. 3, p. 86, “I 3. What words or phrases give you clues to the
meaning of modalism?

Look at the last sentence in Ch. 1, p. 3 9 , 1 6. What does consummation mean in this context?

Look at Ch. 1, p. 1 9 , 1 3. What does the word mourn mean in this context? Figure out the
meaning from the context—the overall meaning of the paragraph and the words and phrases
surrounding the word mourn.

Look at these pairs of related words from Ch. 1. Write noun or verb in the parentheses after each item.

a. It asserts the existence of Cod. ( )

This assertion has implications for us. ( )

b. Third, we have the process of Cod's reclam ation of creation. ( )

It involves Cod's actions to reclaim his creation. ( )

Divide these words from Ch. 1 into two meaningful parts. Underline the word part that carries the
principal meaning of the word (e.g., interpretation).
suggestion underlie dictionary
reestablish textual strengthen
paraphrase restore individually
symbolic enable supernatural

Using a D ic tio n a ry

Using a Dictionary
1• ^>° not '° ° k UP every new word in your dictionary. Overuse of your dictionary has several disadvantages:
(a; it s ows down the reading process, sometimes causing you to spend far too much time reading a single
paragraph or reading selection, (b) it discourages you from developing other important reading skills, such
as earning to guess the meaning of words from the context and analyze the grammatical features of a word,
sn (c) instead of focusing on the more important aspects of the reading passage, you may be giving time to
earning words that are of little importance for the reading selection or words that are not commonly used.
When you need to use a dictionary, look up only the words that you think are the most important fo r
understanding the meaning of the passage. For example, in the reading selection in Ch. 1, pp. 23-28, the
wor journey is used several times. Its frequency of use tells us that the word is important for understanding
t e passage. If you do not already know this word and cannot figure out its meaning from the content, then
you should look it up in a dictionary.

6
 L in k in g U n fa m ilia r W o rd s to Fam iliar W o rd s or Phrases
A link can be anything that serves as a connection between the new word or phrase and
something you already know. For example, you might want to remember a general vocabulary
word like cuisine. When you link the new word, cuisine, to the familiar word, French, you
can remember it more easily. Words that frequently appear together, like French occurring
with cuisine, are called collocations. When learning a new word, try to learn one or more
collocations in which the word occurs. You can usually identify collocations when you
examine new words in their context. Note that the last word listed, theological, can combine
with a number of words to make collocations.

N e w Word or Phrase Linking W ord or Phrase (Collocation)

apostle the apostle Peter

begotten only begotten Son
Testaments the Old and New Testaments
theological theological terms, theological vocabulary, theological concepts, theological
issues, theological viewpoints, theological dictionary

Another type of link occurs when you associate a new word or phrase with an action, concept,
person, or something else that is already familiar to you. For example, you may associate the
phrase, Garden o/Gethsemane, with the phrase, jesus wept. By linking the new phrase you want
to learn (Garden o/Gethsemane) with the action (jesus wept), you may be able to remember the
phrase more easily.
In the following examples, note that the linking word or phrase does not provide a
definition, but it is often one word or phrase in the definition.

N ew Word or Phrase Linking Word or Phrase

Eucharist bread and wine

original sin Adam and Eve
liturgy worship
glossary words

As you use this strategy regularly, you will begin to make associations more quickly with
previously learned information. This will provide a richer mental framework for remembering
new words. Although you will not be able to think of a word or phrase to serve as a link for
every new word you encounter, this strategy will help you remember many of the words and
phrases you need to learn.

7
► Exercises
1. In the blank before each item, write the word that best fits the collocation.
You may need to refer to a dictionary.

compelling enthroned multiply S

disciples kneel plead
distort lineage strategy

Exam ole: M/tultlpLuj be fruitful a n d __

1. __ ignorant o f ,___ guilty of

2. __ argum ent,___evidence

3. learning__ , reading__

4. k in g ly __

5. __ down

6. __ the truth____ the facts

7. __ on high

8. Jesus and his tw elve__

Z- In the blank before each item, write the word that best matches the linking -
word only once. You may need to refer to a theological dictionary.

cosmology*^ glossolalia omnipresent

crucifixion illumination total depravity
exegesis justice worldview

Exam ple: COSHtoLoOtj world, universe

1. sin

2. law

3. cultural beliefs

4. Holy Spirit

5. tongues

6. God

7. cross

8. interpretation

I
Organizing New Vocabulary for Future Learning

► Using V ocab u lary Cards

As you develop your own system for learning new vocabulary, it is important to remember
that theological writing employs three categories of vocabulary: general vocabulary' (e.g.,
book, discipline), general vocabulary' with theological meaning (e.g., justice, revelation),
and theological vocabulary (e.g., soteriology, eschatology). (See the Preface, p. xiii.) We
recommend two systems to help you organize and remember new vocabulary': vocabulary'
cards and a vocabulary' notebook. First, we will address the use of vocabulary cards. '*
For systematic learning of new words and terms, vocabulary cards are easy to carry' and
can be reviewed during short periods of free time (e.g., when waiting for a bus or waiting in
line at the post office). By reviewing the cards each day for a few days and occasionally after
that, you should be able to recall your new vocabulary items quite easily.

Steps for making vocabulary cards:

1. Identify the new word.
2. Write the new word about two centimeters from the top of the card.
3. Write the date at the top of the card.
4. Write a linking word or phrase at the bottom of the card, if applicable.
5. Write a brief definition on the back of the card.

► Exercise
In the right-hand column, write a brief definition for each word. You may refer to a dictionary.

New W ord Definition

Example: worldview o f looteu/cg a t I I f t ; owe's assukvcptwiA-s

O'/ce's. w ay
about the w o r ld cuvri huvuavdzivcd

1. skimming

2. justice

3. learning
strategy

4. soteriology
 ► Exercise
Complete the chart by placing an X in the appropriate column for each word. If you are unsure about
the correct category for a word, first look it up in an English dictionary. Then look, it up in the Theology
Index at the end of this book. Words listed in this index generally belong in the last two columns.

G eneral Vocab. with

Word General Vocabulary Theological Vocabulary
Theological Meaning

Example: extension X
■i
1. permeate

2. providence

3. initial

4. sustainer

5. adoption

6. omnipotence

7. hermeneutics

8. mediator

9. ignorance

► Exercise
Complete thefollowing steps to practice learning new vocabulary with vocabulary cards:
• Choose three words from the chart above and fill in the following vocabulary cards.
• Review your words with a partner until you are fam iliar with them
■ Take turns asking each other the definition of each word.
• Work together to create sentences using your new words.
W ord 1: _______________________

fro n t of card back o f card

W ord 2:

fro n t o f card back o f card

11
Word 3:

fro n t of card back of card

date: definition:

word:

link:

► Using a V o ca b u la ry Notebook
As your vocabulary expands, you should develop a vocabulary notebook. We suggest a
loose-leaf binder that allows you to add and remove pages as needed. This learning system is
particularly useful for (a) writing down important words you want to learn, including relevant
information about each item, (b) keeping a list of less important words you may want to refer
to at a later time, and (c) extending practice by using words in different contexts (e.g., doing
practice exercises from this book, taking notes for the theological content, etc.).
Before you begin your notebook, first consider how to organize your entries (words and
phrases) so that you can find information quickly and, as needed, add and remove pages. We
suggest you make a separate section for each chapter in this textbook. Label each section with
the name (or abbreviated name) of the chapter. For example, your first four sections could
have the following labels:
• Introduction
• Ch. 1: Starting with Bible
• Ch. 2: Introducing Theology
• Ch. 3: God
The following diagram shows one way to organize your notebook. For each chapter, you have
three major sections: important words to learn (w'ords you need to learn now), less important
words (words you might want to learn at a later time), and additional activities. Within the
first major section, important w:ords to learn, you can make subdivisions for various types of
vocabulary' and other categories for organizing words (e.g., parts of speech, synonyms and
antonyms, diagrams). For the second major section, less important words, you can make a
list of words that y'ou might want to learn at a later time and include the reference and page
number. For the last major section, additional activities, you can make as many divisions as
you need for taking class notes and reading notes, working practice exercises, etc.

Chapter

important words to learn less important words additional activities

general general theological other class reading practice other

vocabulary vocabulary vocabulary categories notes notes exercises
with
theological
meaning

I2 list of words
Im p o rta n t W ords to L e a rn
Since English has many thousands of words in its general vocabulary, as well as hundreds of
biblical and theological terms, you will not be able to give equal attention to every new word
you encounter. This means that you must give most of your time to learning words that are
essential for your study of the Bible and theology and give considerably less time to those that
are not as important for this discipline.
Important words or phrases, called key words or key phrases, are those that help you
understand the main idea of a passage. They are sometimes written in boldface, italics, or
quotation marks. They can belong to any of the categories listed above (general vocabulary,
general vocabulary with theological meaning, theological vocabulary, other categories). They
may be directly related to the content of the reading or they may be important words that help
you understand the structure of the sentence, which will help you comprehend the meaning.
Look at these examples:
The first phase is creation.
Philology involves the study of words.
The word Satan means “adversary.”
However, most key words and key phrases, such as those below (left column), are not marked
in any special way. Note that most key words are nouns, adjectives, or adverbs.

The first phase is creation. You must understand the key word, phase, to grasp the
meaning of this sentence.
He opened the Book of the You must know' the meaning of the key phrase, Book of
Law of Moses. the Law of Moses, to know which part of the Bible is being
referred to.

Making Entries in Your Notebook

How' would you write the phrase, Book of the Law o f Moses, as an entry in your notebook? We
suggest that you list (a) the vocabulary item (word or phrase), (b) the reference (book or article
in which you found the item) including the page number, (c) the phrase or sentence in which
the word appears, and (d) the definition for the wmrd as it is used in the reference cited. (For
words that occur frequently, you may want to include more than one reference. For general
vocabulary, you may want to omit the reference.)
Book of the Law of Moses (vocabulary item)
ETE, Ch. 1, p. 19 (reference, page number)
He opened the Book of the Law of Moses ... (example)
the first five books of the Bible (definition)

Organizing Words by Type of Vocabulary

You may also want to create separate sections in your notebook for three types of words:
general vocabulary, general vocabulary with theological meaning, and theological vocabulary,
as shown below.
a. General vocabulary
discipline example: English for Bible and theology is an academic discipline
at our seminary.
definition: a branch of knowledge or learning

IB
 K u u iin ), vut-<auuiciry, a n a 'o ram m ar tor tbL/tf-L

b. General vocabulary with theological meaning

revelation (general) example: The news about the accident was a revelation to

definition: something disclosed, especially something not

previously known or realized
revelation (theological) reference: ETE, Ch. 4
example: Special revelation is given to us by God in the
Scriptures.
definition: God’s disclosure of himself by actively choosing
to reveal his nature, character, and purposes so
that people may know him.

c. Theological vocabulary
soteriology reference: ETE, Ch. S
example: 1 studied soteriology in Dr. Scott’s class,
definition: the study of salvation
(the saving of human persons from the power and
effects of sin)

Organizing Words by Other Categories

Sometimes it is helpful to place words in categories according to grammatical function (e.g.,
part of speech), meaning (e.g., synonyms or antonyms) or relationship within a group (e.g.,
diagrams). Placing words in these categories enables you to understand their meaning more
clearly and use them more skillfully.

Categories for Organizing Words

a. Organizing words by part of speech. Using a system which identifies vocabulary words
as nouns, verbs, adjectives, and adverbs can be very helpful. This process will help you
recognize which form of the word to use when writing a sentence or when speaking.
The following table organizes words into these four classes.

Noun Verb Adjective Adverb

revelation reveal revealing, revelatory revealingly

introduction introduce introductory —
criticism criticize critical critically
translator translate translatable —
Bible — biblical biblically
strategy strategize strategic strategically
 b. Organizing words by synonym (similar meaning) and antonym (opposite meaning).
Synonyms are words that are similar in meaning and antonyms are words that are
opposite in meaning. When you are listing synonyms, it is often helpful to include
words that are not precisely the same in meaning. For example, a preface is similar
to an introduction but they are not identical. Likewise, in listing antonyms, you may
include words that are not exact opposites. For example, the distinctive qualities of a
redeemer and a judge are not totally opposite.

Word Synonym Antonym

reveal disclose, tell hide, conceal

introduction preface conclusion
simple easy complex, difficult
redeemer reconciler judge
justice fairness injustice

c. Organizing words by using diagrams. Groups of related words can be organized by

making diagrams with the key word at the top (e.g., revelation) and then drawing lines
to connect related words to the key wrnrd. In the following example, special and general
are two types or subcategories of revelation, Bible and Jesus Christ are two examples of
special revelation, and creation and moral conscience are examples of general revelation.
See Chapter 4, pp. 119-120 for a discussion of these different aspects of revelation.

REVELATION
(key word)

Bible Jesus Christ

A more complex type of diagram is a word network, which is shown below. The key
wrnrd (e.g., revelation) is located in approximately the center of the network and the
most important related words or phrases (e.g., special and general) are connected
by lines to the key word. Additional words and phrases can then be added, with the
relationships shown by connecting lines. In the following example, the two major
categories of revelation are general and special. On the left side of the diagram, note
that Bible and Jesus Christ are two categories or types of special revelation. Living Word
is a description of Jesus Christ, Scriptures is another word for Bible, and Old Testament
and New Testament are two divisions of the Scriptures. Likewise, on the right side, note
that human history, moral conscience, and nature/creation are three types of general
revelation, and humankind and heaven and earth are two categories of nature/creation.
Exploring Theological English: Reading, Vocabulary, and Grammar for ESL/EFL

To make a word network, start with the key word (e.g., revelation). Write this
word in approximately the center of your diagram. Then think of the most important
related words or phrases (e.g., special, general) which you circle and connect by lines
to the key word. (These related words or phrases will often be categories of the key
word, but they may also be synonyms, examples of the key word, or words or phrases
showing another type of relationship that is meaningful to you.) Continue adding
words to your network, each time indicating the relationship by a connecting line. As
you go through th e process of making a word network for a key biblical or theological
term, you should more easily understand and remember the term and the most
important related terms and phrases.

Less Im p o rta n t W o rd s fo r Future R e fe ren ce

Less important words are those new vocabulary items that may interest you, but they either do
not contribute to the understanding of the passage or they are unlikely to be used frequently
in other contexts. As discussed earlier, in order to avoid giving too much time to learning
these new words, you may want to designate a section of your notebook to list such words for
future study. As you did with the important words you need to learn, you may want to include
the reference and page number so that you can find the word in its context more quickly. Be
selective or you may end up filling your notebook with lists of random words that have little or
no practical purpose for your needs.
 Getting Started
The following chart summarizes vocabulary strategies that will help you start some good habits
as you begin to work through this textbook.

Strategies for Learning New Vocabulary

1. Mark the reading passage. Highlight, underline, or circle key words that are unfamiliar to you in the
passage. Read the passage again. If you still do not understand the word, write it down, look it up in a
dictionary, or ask your teacher. ^
2. Select the words you want to learn. Be sure to choose the most important words for your study of the Bible
and theology.
3. Look at vocabulary in context. Examine each new word as it appears in the context of the reading passages.
Also, note words that are used repeatedly within chapters. This may indicate their importance. For each new
word you record in your notebook, include the book or article where it can be found and the page numbers.
4. Complete the vocabulary exercises in this textbook. Work through the exercises carefully and consistently.
Try to complete each assignment. If you have questions, refer to a dictionary, or ask your classmates or
teacher for help.
5. Set a regular tim e each day for vocabulary learning. Your learning will be more effective if you study every
day for short periods of time rather than studying once or twice a week for longer periods of time.
6. Use a vocabulary system consistently. Use vocabulary cards, a vocabulary notebook, a combination of both,
or develop your own system.
7. Carry your vocabulary notes with you. Write down important words that you discuss in class. Make notes so
that you can review when you study at the library, wait for the bus, or study with a friend.
8. Work with a partner. Review your general and theological vocabulary with a partner. Work together on
linking your new words to familiar concepts, reviewing definitions, or writing the new words in sentences.
9. Use your new w ords in speaking and writing whenever possible. This will help you to remember the
words more easily so that you will not have to look them up again in a dictionary.
10. Evaluate your progress. Check to see if you are accomplishing your goals. You may want to ask a friend to
check up on you once a week to help assure that you are making progress.

Figure 1.1: Vocabulary Strategies

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