JA Academic Books i | Freque ncy Lists with Definitions, | Pronuncation Guide, and Index |BIBLICAL HEBREW ARAMAIC Larry A.Mitchel “ ~ ZondervanPublishingHouse Grand Rapids, Michigan A Division of HarperCollinsPublishers | Vocabulary a | |Requests for information should be addressed to: Zondervan Publishing House Grand Rapids, Michigan 49530 Library of Congress Cataloging in Publication Data Mitchel, Larry A. A student's vocabulary for biblical Hebrew and Aramaic. Bibliography: p. Includes index, 1. Hebrew language—Word frequency. 2. Hebrew language— Glossaries, vocabularies, etc. 3. Aramaic language— Glossaries, vocabularies, etc. 4. Bible. 0.7. Language, style. I Title. PJ4845.M5 1984 221.44 84-5219 ISBN 0-310-45461-1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means— electronic, mechanical, photocopy, recording, or any other—except for brief quotations in printed reviews, without the prior permission of the publisher, Printed in the United States of America 00 01 02/ DH/22 24 20 To Leona Glidden Running for whom Semitic languages are a consuming and contagious interest.CONTENTS PREFACE HOW TO USE THIS STUDENT'S VOCABULARY BIBLIOGRAPHY TABLE OF VALUES ABBREVIATIONS AND SYMBOLS SECTION 1; HEBREW WORDS OCCURRING MORE THAN 500 TIMES SECTION 2: HEBREW WORDS OCCURRING 500 - 200 TIMES SECTION 3: HEBREW WORDS OCCURRING 199 - 100 TIMES SECTION 4: HEBREW WORDS OCCURRING 99 - 50 TIMES SECTION 5: HEBREW WORDS OCCURRING 49 - 10 TIMES SECTION 6: ARAMAIC VOCABULARY INDEX ix xiii XViii xxi XXxiii 23 52 66PREFACE Purpose of this Student’s Vocabulary - . . In light of the availability of a number of Hebrew vocabulary lists, it is . proper to ask why another such list should be put in print. The volumes that first come to mind each make a real contribution. George M. Landes’s A Student’s Vocabulary of Biblical Hebrew has an obvious advantage in its grouping of Hebrew words by root, a helpful aid in learning vocabulary. The Hebrew Vocabularies of J. Barton Payne present the Hebrew particles in a particularly helpful way. And the small volume by John D. W. Watts (Lists of Words Occurring Frequently in the Hebrew Bible.), which like Payne’s is based on William Rainey Harper’s Hebrew Vocabularies (published in 1890), presents Hebrew vocabulary down to 25 occurrences in a very compact form. However, in my experience in teaching biblical Hebrew on the undergradu- ate level, I have felt that each of the above excellent works have presented two fundamental problems for entry-level Hebrew students: (1) each volume incor- porates a number of separate lists, requiring reference to various parts of the book in order to find all Hebrew words of a given frequency; and (2) the lists themselves are apparently set by somewhat arbitrary word-frequency limits, resulting in lists of greatly variable length. The present work seeks to remedy both of those basic problems. The lexicon of Old Testament Hebrew contains some 10,000 words in all. Of these, approximately 740 occur fifty times or more. A full 490 occur as hapax legomena by Harold R. Cohen’s definition (see volume in Bibliography; pages xv and 6-7). Many more words in the MT occur only once, though other occurrences of that same Hebrew root may also appear. The Aramaic lexicon consists of approximately 650 words. Since the amount of Aramaic text in the OT is so much less than that of Hebrew text, the number of occurrences of Aramaic words is lower. For the Hebrew vocabulary sections (Sections 1-5) an attempt has been made to include every word that occurs ten times or more. The one exception to this inclusive statement has to do with proper nouns: only those personal and place names that are used fifty times or more are included. The primary reason for including proper nouns at all is that while some Hebrew place names and personal names are reasonably ‘‘transparent’’ to students familiar with the OT in English translation, many are rather ‘‘opaque.”” This is the case because the English transliteration that the student knows often reflects Greek forms more than the original Hebrew name. For examples of the latter, see ‘‘Isaac’’ (Section 3.F), or ‘‘Solomon’’ (2.C).Preface Avsection containing Hebrew words occurring Jess than ten times was. "prepared for this’ project. Simply for considerations of length it has not been oe included in this volume. (It was twice as long as Sections 1-4, both in number ~- of entries and estimated page length!) Most Hebrew students would probably «find little use for this section of Hebrew vocabulary. ‘In the case of the Aramaic vocabulary (Section 6), the effort has been made -° toinclude every Aramaic word, except for proper nouns. (No personal or place » fiames have been included, except for a few that occur more than fifty times in Aramaic and Hebrew and thus are listed in Sections 1-4 with a note regarding the number of occurrences in Aramaic.) ; - Aglance at the Table of Contents and the first few vocabulary lists should be enough to clarify the arrangement of this volume. Instead of juggling two or three (or more) different frequency lists, all words of a given frequency tange have been gathered into one list. By learning one list (or series of lists)— not two or three— a student can master all Hebrew (or Aramaic) words in that frequency range. Vocabulary learning effort can thus be better focused. Furthermore, instead of setting arbitrary frequency ranges, this Student's Vocabulary has had as its priority the production of consistently short, man- ageable lists. In general, this means lists not in excess of thirty words. This ideal holds true until sheer numbers of words of identical frequency make smaller lists impossible, short of artificially breaking up longer lists alphabeti- cally. (You can’t have words that occur between 1.5 and 1.2 times in the MT!) By these two devices then, combining all MT vocabulary into one sequence of lists’ containing less and less frequently-occurring words, and adjusting frequency ranges to keep lists reasonably short, this Student’ s Vocabulary has sought to meet the pedagogical shortcomings of other available Hebrew vocabularies. Resources for the Preparation of A Student’s Vocabulary A number of reference works have been used in the determination of word frequencies. Trial lists were prepared based on frequencies given by Landes and Payne. However, all the words included in this vocabulary have been independently checked— except where the number of occurrences obviously exceed 5000— by an actual count. The primary reference works have been the concordances by Lisowsky and Mandelkern. Additionally, occasional reference has been made to Wigram’s Englishman’s Hebrew and Chaldee Concordance. Consult the Bibliography for publication details, Acknowledgements Without the help and encouragement of a large number of people this volume would not have been produced. In particular I think of two of my students at Pacific Union College, Larry Errett and Cathemae Cecchin. Larry Errett, an able linguist, did some of the earliest work on word counts, espe- cially in the highest frequencies. And Cathe Cecchin, who worked as my ‘handedly accomplished the staggering task of entering encoded text destined Preface xi secretary for three years during her undergraduate study, has nearly single- to be translated by computer into printed and pointed Hebrew script and (at the cost of even more effort) phonetic spellings. W. Larry Richards, Religion Department chairman during the more critical stages of research for this volume, provided much-needed encouragement, but also the sorts of scheduling concessions without which this entire project might well have foundered. Small academic institutions seldom have adequate re- search-support resources. However, the administration of Pacific Union Col- lege has been most helpful and cooperative, supplying both the funds for student assistants and the resources and expertise of the College computer facility. . For computer aid and expertise, Harold E. Hunt and Bernard Maron of Autographics, Inc., in Monterey Park, California, richly deserve praise. It was their work that helped tun a concept into reality, and this even though all too often my idea of how to reach reality represented rather different ways of doing things. And here at Pacific Union College, our work of data entry was made immeasurably easier, and therefore more accurate and less time-consuming, by the efforts of Dr. Gilbert Muth, chairman of the Biology Department, a man who writes elegant computer programs that work (no mean feat!). And finally, to my wife Carola, and to Carmie and Jason, lowe a large debt for constant support and understanding. Work on this project has consumed time that would have otherwise been theirs. While every reasonable effort has been made to reduce errors to an absolute minimum, it is virtually certain a few such will remain. I would welcome any notices for corrections or improvements. Send these either directly to me or to the publisher. Learning Hebrew vocabulary requires a lot of time and effort. I hope this volume will help both instructors and students of biblical Hebrew and Aramaic to make the most efficient use possible of their vocabulary study time. Larry A. Mitchel Pacific Union College Angwin, California 94508 December 1983HOW TO USE THIS STUDENT'S VOCABULARY General Orientation . . The purpose of vocabulary study is to learn the correct spelling, pronuncia- tion, and meaning of a set of new (foreign or native) words. Since correct pronunciation of Hebrew words is an integral part of effective vocabulary learning, the student should from the beginning take seriously the matter of consonant and vowel values in Hebrew. For convenience a Table of Values has been provided for reference. However, these values will simply have to be committed to memory before efficient study of Hebrew vocabulary can” begin. Beyond the phonetic value of the Hebrew consonants and vowels, them- selves, Hebrew pronunciation is also determined by several other interrelated factors: (1) Syllable division. Hebrew syllables may be either ‘‘open’’ (consisting of a consonant followed by a vowel) or ‘‘closed’’ (a consonant, a vowel, and a consonant— in that order). For the rules governing the use of long or short vowels (and non-vowels) in a Hebrew word, the student should consult his/ her grammar. (The ‘‘half-open syllables’? are discussed below under ‘‘Phonet- ic Spelling.’’) | . (2) Use of Sawé. Pronunciation of Hebrew words also depends upon a determination as to whether the ‘tnon-vowel’’ Jawa is ‘‘vocal’’ (stands under the opening consonant of a syllable) or “‘silent’’ (under the closing consonant of a syllable). (3) Accent. The placement of the stress in a Hebrew word can materially affect its pronunciation. This is especially obvious when the form of a word changes, for example in the formation of a plural or the addition of suffixes. In this vocabulary, accent marks are only used for multi-syllable Hebrew words that are stressed on other than the final syllable. The mark“ is used. (4) Furtive pdtah. Some Hebrew words that end in guttural-letters (especially Nand ¥) must be treated uniquely in pronunciation. Though the final consonant has a patah under it, the vowel is pronounced before the consonant. Note that furtive pdtah is written in phonetic spelling as a raised a (*). The common practice, observed herein, is not to show a syllable division in phonetic spelling for furtive pdtah. Contrary to the practice of some grammars and lexicons, in this vocabulary the Hebrew forms show the accent mark. (Example: ¥*P5, ra/qi*".) Because of these and other variables, it was decided to include in this4 How to Use This Student’s Vocabulary - xiv vocabulary a phonetic rendition (transliteration) of each form presented. In cases where more than one Semitic form is involved, transliterations are given in the same order as the Hebrew (or Aramaic) words. Syllable divisions and stress accents are also indicated. Beyond proper, spelling and pronunciation, the student needs to learn the meaning of the Hebrew words he/she is studying. The definitions that have been provided in this volume are basically correct, and have been chosen in consultation with standard Hebrew lexicons (particularly William L. Holla- day’s A Concise Hebrew and Aramaic Lexicon of the Old Testament.). These meanings are in no sense full and exhaustive. For the meanings of nouns in various contexts, or of verbs in different contexts or in derived conjugation stems, the student must consult a trustworthy dictionary or lexicon. See the Bibliography for a number of helpful and reliable lexicons and dictionaries. Individual language teachers may wish for whatever reason to supplement or emphasize (and even in some cases supplant) given definitions. But in general the meanings’ given for the Hebrew words in this vocabulary have been chosen with the beginning student in mind, and do provide base meanings that will serve those needs. This Student's Vocabulary can be used to great advantage along with A Reader’ s Hebrew-English Lexicon of the Old Testament by Armstrong, Busby, and Carr. By simply learning the Hebrew vocabulary down to fifty occur- rences, about 739 words in all, a student should be able to read plain Hebrew text by following along in the appropriate section of the Reader’ s Lexicon, and referring there for all forms which occur less than fifty times (assuming a minimum knowledge of grammar and syntax). Sample Entry and Explanation Perhaps the best way to explain how the individual vocabulary entries in this volume are presented is to give examples and provide some detailed explana- tions. The following entries are in no way complete and exhaustive, but what they do not contain can be easily described. *WP2' (Pi)? seek? [ba/gas*]* 2255 (I)6 AX (prep)? with, beside PEt] soos ' Hebrew/Aramaic Words. An attempt has been made to use forms and spellings that are favored today. In making such choices, personal judgments are inevitable. Not all decisions may seem to every trained reader to be the best ones. Hopefully no decision Will mislead the beginning student. One such judgment relates to Hebrew and Aramaic words spelled with a long ‘‘o."? In very many cases the word appears in the MT spelied with both ‘‘defective holem (, 6) and with ‘‘full kolem’? (i, 6). This vocabulary has not achieved consistency on the matter: if you can not find a word under one spelling, try the alternate spelling before giving up! (The same goes for full i spellings with— and without— yéd.) g for full and defective av How to Use This: Student's Vocabulary a. Verbs: unpronounceable words are more difficult to to leam— at least if the ear helps‘at all in vocabulary study. For this reason all verb roots have been provided with vowels. In the case of verbs that only occur in non-Qal stems (and are thus left unpointed in most lexicons), this Student’ s Vocabulary gives to the root those vowels that pertain to the (missing) Qal form. Since this form is hypothetical, an asterisk (*) is placed after the entry. This practice has also been observed for the so-called hollow verbs (verbs with a yod or waw in the second position), even though the verb may in fact appear in just that form: (This has been done because there is often uncertainty, and some disagree- ment, regarding the appropriate vowel.) Furthermore, in many cases the verb, though used in the Qa/, may not occur in the third masculine singular even though the asterisk is missing. b. Nouns, adjectives, prepositions: an asterisk after these forms signals that while this is the dictionary form of the word, for one reason or another the word never appears just this way in the MT. (As a rule, simple changes in form, such as the addition of a suffixed pronoun or the construct state have not been listed in this vocabulary with an asterisk.) An explanation of the reason for the asterisk is provided in the definition section. c, General comments: the names of ancient Near Eastern countries and their respective gentilic (people-naming) nouns have been combined in single en- tries, and listed according to total number of occurrences. Numerals have also been gathered into single entries, corresponding words for multiples of ten (‘‘twenty,’’ ‘‘thirty,”’ etc.) being given under the Hebrew word for that number. Numbers from three to ten are identified by the gender of the form. (In that range Hebrew uses feminine numerals for masculine nouns, and vice versa— a device called ‘‘chiastic concord’’ in some gram- mars). . Occasionally, particularly for words of low frequency, there is considerable uncertainty even regarding a hypothetical vowel-point assignment. In such cases the Semitic word is followed by a question mark in parentheses (?). Defective #dlem can be located in a variety of places over a Hebrew word. The practice of placing this vowel point toward the left margin of wider Hebrew consonants has been followed herein, as well as the practice of not double-dotting 3in when it is preceeded by defective hélem. Defective Adler preceeding dep is commonly written over the right margin of the latter, and has been written that way in this volume. ? Grammar/Morphology: information of importance or convenience about a word’s part of speech, conjugation stem, or person/gender/number is given in abbreviated form preceding the definitions. The meaning of these abbrevia- tions may be found in the list of Abbreviations and Symbols. In the case of verbs that do not appear in the MT in the Qal stem, the Hebrew form appears in this vocabulary with an asterisk (as mentioned above). The note in parentheses at the beginning of the definition section then indicates theHow-to Use This Student’s Vocabulary xvi most commonly-used (or the simplest) derived-conjugation stem in which that vetb does: occur. "Inthe case of nouns, adjectives, prepositions, and such, the note in paren- theses identifies the part of speech and/or the reason why the asterisk has been >» 3. Word Meaning: levels of difference in the meanings for a given word have been indicated by separating punctuation marks: a comma divides words which are more or less synonymous, whereas a semicolon sets off extended meanings or rather different definitions. Roman numerals in parentheses refer to one of two or more roots with an identical spelling in Hebrew/Aramaic. These desig- nations follow Holladay’s lexicon. Definitions are of the Semitic word as given (not, for example, in plural, even if the asterisk means that this word only occurs in the plural form). Cross references in the vocabulary are identified by Section number and Subsection letter (Example: Cf 1.D). 4 Phonetic Spelling: as an aid to self-study, each entry includes a phonetic spelling. Beginning students should find this feature to be helpful as they begin to.learn Semitic vocabulary, since it wiil aid in correct pronunciation of Hebrew/Aramaic words, thus enlisting the ear as well in vocabulary learning. It will be necessary to learn the proper values for each symbol from the Table of Values. Syllables are separated by slashes (/). Accented syllables have been indicated, except for mono-syllabic words. ““Half-open syllables’’ are neither open nor closed. Such syllables appear to defy syllable-formation rules in that they contain a short vowel, are unac- cented, but stand without a closing consonant. Printed Hebrew Bibles com- monly use a méteg to mark these syllables (a short verticle mark just to the left of the vowel point). Lexicons vary in their treatment of half-open syllables. In this volume those few such syllables are not marked in the Hebrew word. Rather, in the phonetic spelling the syllable is followed by an exclamation point (Example: 7>7y0, ma!/‘Ara/k&). $ Number of Occurrences: counts for Hebrew words are inclusive and for that reason somewhat overlapping. This means, for example, that a Qal active participle may be counted among the occurrences of the verb, and counted again when used as a noun. Such situations are limited primarily to words which occur often enough as substantives to justify also treating them as a vocabulary entry in their own right. In the case of Qal participles, only those occuring ten times or more have been listed in their own entries. Commonly, word counts include forms of the word that have been prefixed (by the article or prepositions), pluralized, and/or suffixed (by pronouns). In Some situations in which such forms have become standardized (and ‘are numerous), prefixed or suffixed forms are listed in separate entries. For verbs the indicated count includes not only the implied or indicated verbal stems (Qal, Hifril, etc.), but all stems in which that verb appears. xvii How to Use This Student's Vocabulary : Word counts: from Lisowsky’s concordance include Qaré readings as well as normal occurrences. With proper nouns (where given), all occurrences of a given name are included, even though in many cases more than one referent is intended. In cases where Mandelkern and Lisowsky disagree as to number of occur- rences, the general practice has been to enter the higher of the counts, unless further work (sometimes including entry-by-entry comparisons) has made it clear the lower number is to be preferred. Words identified as occurring 5000 times occur more than 5000 times; no attempt has been made to precisely establish the occurrences of these twelve Hebrew words. © Root Number: as indicated earlier, root designations follow Holladay’s lexicon. In some cases several roots have been combined, for one reason or another, into one entry. In such situations the meanings of the various roots have been designated within the definition section. Suggestions for Using this Student’s Vocabulary As has been widely acknowledged, learning vocabulary and retaining it are probably the most challenging aspects of learning Hebrew or Aramaic. In my experience the principal reason for this fact is that, in contrast to New Testa- ment Greek, Old Testament Hebrew and Aramaic have virtually no cognate words in English. This requires much more rote memorization, or the forma- tion of idiosyncratic memory devices. While each student must determine what works best for vocabulary study, here are a few common sense suggestions: (1) Flash cards. While not all language students use them, home-made flash cards provide several advantages in vocabulary learning. First, you must go through the motions of writing the foreign word and its definition. Second, punched and carded on a ring holder, flash cards are very transportable for study at odd times and in many places. Third, flash cards can be (and probably should be) rearranged as you learn words, so that less time is spent on words that only need to be reviewed while more effort is concentrated on new or recalcitrant forms. (2) Oral repetition. Repeating Hebrew and Aramaic words and their mean- ings out loud over and over (correctly!) introduces two critical factors into your vocabulary learning— pronunciation and hearing. (3) Repeated writing. Used alone and in connection with oral repetition, repeated writing of OT vocabulary helps to establish a memory pattern. Given the descending-frequency scheme with which this volume is pre- pared, a student can develop a Hebrew or Aramaic vocabulary as far as is necessary or desired (within the limits of this vocabulary volume). Within the ranges covered herein, by using the Index and referring to the appropriate Section/ Subsection location, the number of times a given word occurs in the OT can be determined.BIBLIOGRAPHY . Armstrong, Terry A.; Busby, Douglas S.; and Carr, Cyril F. A Reader's Hebrew-English Lexicon of the Old Testament. Vol. I: Genesis- Deuteronomy. Grand Rapids: Zondervan, 1980. . Vol, Il: Joshua - 2 Kings (1982). —______.. Vol. III: Announced. Brown, Francis; Driver, §. R.; and Briggs, Charles A. A Hebrew and English Lexicon of the Old Testament. Oxford: Clarendon Press, 1907. Cohen, Harold R. (Chaim). Biblical Hapax Legomena in the Light of Akkadian and Ugaritic. SBL Dissertation Series, 37, Missoula: Scholars Press, 1978. Feyerabend, Karl. Langenscheidt’s Pocket Hebrew Dictionary to the Old Testament. New York: Barnes & Noble, 1961. Fohrer, Georg. Hebrew and Aramaic Dictionary of the Old Testament. Trans. by W. Johnstone. Berlin: Walter de Gryter, 1971. Holladay, William L. A Concise Hebrew and Aramaic Lexicon of the Old Testament. Grand Rapids: Eerdmans, 1971; sixth impression, January 1982. Koehler, Ludwig and Baumgartner, Walter, editors. Lexicon in Veteris Tes- tamenti Libros. One volume with Supplement. Leiden: Brill, 1958. . Hebrdisches und aramdisches Lexicon zum alten Testament. Third edition. Parts I and II. Leiden: Brill, 1967, 1974. Lambdin, Thomas. Introduction to Biblical Hebrew. New York: Scribner’s, 1971. Landes, George M. A Student’s Vocabulary of Biblical Hebrew. Listed Ac- cording to Frequency and Cognate. New York: Scribner's, 1961. Lisowsky, Gerhard. Konkordanz zum Hebrdischen alten Testament. Second edition. Stuttgart: Deutsche Bibelgesellschaft, 1958. Mandelkern, Solomon. Veteris Testamenti Concordantiae Hebraicae atque Chaldaicae. Third edition. Jerusalem: Schocken, 1967. Veteris Testamenti Concordantiae Hebraicae atque Chal- daicae. Seventh edition, augmented and revised by F. Margolin and M. Gottstein. Jerusalem: Shocken, 1967. Payne, J. Barton. Hebrew Vocabularies. Based on Harper’ s Hebrew Vocabu- laries. Grand Rapids: Baker, 1956, Watts, John D. W. Lists of Words Occurring Frequently in the Hebrew Bible. Second edition. Leiden: Brill, 1967 xix Bibliography Wigram, George V. The Englishman’ s Hebrew and Chaldee Concordance of the Old Testament. Fourth edition. London: Samuel Bagster & Sons, 1843, Young, Robert. Analytical Concordance to the Bible. New York: Funk & Wagnalls, n.d.TABLE OF VALUES NOTE: Protocols adopted here are essentially those of Thomas Lambdin (Introduction to Biblical Hebrew. New York: Scribner’s, 1971; pages XXII- XXIII.) See also G. Johannes Botterweck and Helmer Ringgren, eds. Theolog- ical Dictionary of the Old Testament. Vol. 1. Grand Rapids: Eerdmans, 1974; page XX. Transliteration Pronunciation Symbol (Name) Value Guidelines Consonants . X (alep) , (glottal stop—none) 3 (én) b b as in ‘‘best’’ 3 b y as in ‘‘vest’’ 3 (gimel) zg g as in ‘‘give”’ a gz throaty gh 1 (dalet) d das in *‘day”’ 1 d th as in ‘‘the one’’ Tl (hé) h fas in **hay’* 1 (waw) Ww w as in ‘“‘well’’ 1 (zdyin) Zz z as in ‘‘zero”’ Nn (hat) h ch as in Scots loch or German buch 0 (rér) t tas in ‘‘time’’ > (vod) y yas in ‘‘yes’” > (kap) k k as in ‘‘key”’ 3 k ch as in German Bach 7 (final form) k ch as in German Bach 4 (lamed) 1 fas in ‘‘look”’ 2 (mem) m mas in ‘‘more”’ O (final form) m mt as in *“*more’* J (niin) n nas in ‘“‘now”’ 1 (final form) n nas in ‘“‘now’’ D (samek) s 5 as in “‘say”’ v Cayin) . (glottal stop—none) B (péh) p pas in “‘pay’”Table of Values. 5 “| final form) - 3 (gadéh) Y (final form) P (96) " (ré3). @ (Sin) W Gin) Ri (taw) n Vowels and Diphthongs 1, *. (hfreq-yod) >. (géré-yod) 1 (full hdlem) * (defective hdlem) ) (Sdreq) ~ (games) . (geré) . (hireq) . (Sagal) - (atah) ~ (qames-hatip) , (gibbiés) . (furtive pdtah) , (simple Sowa) » (hajép-patah) » (hatép-sagol) » (harép-qames) 5 r y 4, oo 4 1 Km OD Hg 2 Ooo > m ra co, oo éy, dy aw aw éw, éw fas in ‘‘face’’ fas in ‘‘face’’ ts as in ‘‘sits’” ts as in ‘‘sits’” harder than c in ‘‘cool’’ ras in ‘‘ran’’ sas in ‘‘say”’ sh as in ‘“‘show’’ tas in “‘try”’ th as in ‘‘thin’’ @ as in ‘‘father’’ fas in ‘‘machine’’ ey as in ‘‘they’’ o as in ‘“‘note’’ @ as in ‘‘note’’ , was in ‘‘flute’’ a as in ‘‘father’’ ey as in ‘‘they’” das in “‘pin”’ Perret é as in “‘let a as in *‘that’” o as in “‘top"’ was in “‘bull’’ @ as in “‘account’” @ as in ‘‘about’* @ as in ‘‘about’’ a as in ‘‘about’’ a as in ‘‘about’’ ay as in “‘say’” fas in ‘‘sigh’’ ey as in “‘they’’ oy as in “‘toy’’ uey as in ‘‘gluey”’ ow as in ‘‘how”’ ow as in ‘‘prow’’ ue as in ‘‘hue’’ av as in ‘‘save’’ xxii abs act adj adv advs alw cf gj coll comp conj cons cstr ctxt def dem den ditt du emph ext fract gent Ha Hi Hisht Hith Hithpa ABBREVIATIONS AND SYMBOLS absolute active adjective adverb adversative (conjunction) always common (gender) compare, see also; see instead conjecture; conjectural collective comparison; comparative conjunction consonant construct context(ual); in context definite demonstrative denominative dittography dual emphatic (Aramaic) by extension; extended meaning feminine fractional (number) gentilic (noun) Hajiel (Aramaic) Aipil Hi3tap el Hitpa'el (Hebrew); Hitpe‘el (Aramaic) Hitpa‘al (Aramaic) Hithpal Hithpol Ho idiom imprec impv inf interj interr intrans irr K" m MT met neg ord Pa part pass pers Pe Pi Pil Pilp pl Po poet Pol Hitpalpel — Hitpo let Hop'al idiom; idiomatic expression imprecative imperative infinitive interjection interrogative intransitive irregular Kotib (what is written in MT) ‘masculine Masoretic Text metaphor(ically) noun negative Nip'al ordinal (number) Pa‘el (Aramaic) participle passive person(al) Pe‘al (Aramaic) Piel Pi‘lel Pilpel plural Poel poetic; in poetry Po'lel, Po'lalAbbreviations and Symbols . poss possible pre pronoun pred predicate pref prefix(ed) prep preposition prob probable Pul Pulal Q Qaré (what should be read in MT) rel relative s singular stat stative trad traditional (ly) trans transitive txt corr —_text(ual) corrupt(ion} unc uncertain unex unexplained v verb voc vocative wp word play Q) xxiv hypothethical form (as such does not occur in MT) indicates half-open syllable indicates uncertainty regarding definition indicates uncertainty regarding Semitic vowel(s) indicates Aramaic cognate spelled like a Hebrew word indicates Aramaic cognate with different vowels from Hebrew indicates Aramaic cognate spelled differently but recognizably 1.A-B SECTION 1: HEBREW WORDS OCCURRING MORE THAN 500 TIMES (106) A. Words Occurring More Than 2200 Times (25) OR (prep) unto, toward Fel] sooo (11) D978 God ['elo/him] 2706 ad) TN say [a/mér] 5000 PIR earth [’é/res] 2498 “WR (rel pr) who, which, that {’8ér] 5000 (1) MX (accusative particle; definite object marker; not trans- lated) [’&t] 5000 (II) MX (prep) with, beside ['ét] sooo “a (pref prep) in 5000 N12 go in, enter, come {bé°] 2530 (I) Ja son [bén} 4887 “i (pref def art) the (with dagéd in following cons) 5000 “1 (pref interr particle) 5000 721] be, happen, become [ha/ya] 3514 “Y (pref conj) and, also, even 5000 > ,A? 553977 (full; short form) The Lord [K ““Yahweh’’ 2; Q add/nai; ya] 5766 08) or day [yém] 2241 ONY? Israel [yis/ra/"l] 2513 “? (pref prep) as, like 5000 (ID) 73 (conj) because, for, that, when, but; indeed, truly [ki] 4395 ip, 99 all, every [kal, kél] 5000 % (pref prep) to, toward (D; (voc) Do! Yes! (IT) s000 Xd (neg) no, not [16°] 4973 (1) 128 king [mé/tek} 2522 (II) ¥¥ (prep) on, upon, against, over [‘al] 4898 YY do, make; (Pi) press, squeeze (II?) [‘a/6&] 2573 B. Words Occurring between 2199 and 1000 Times (27) AX father [’ab] 1568 (1) DoWYN sR (s; pl) man [F; *and/$im] 2149 DR (conj) if, then (’im] 1046 9238 5°2N (pers pec) I ["ani; “Wnd/kT] 1316 (1) 1°5 house [bé/yit] 2039 (II) *937 (Pi) speak [da/bér*] 1130‘IQ word; thing, matter “(da/bar} 1426 "} David [da/wid] 1031 3511 (pers pr) he [hd’] 1533 ay go, walk [ha/l4k] 1504 mH $QIT (pers pr pl m; f) they . (hém/mé; -hén/na] 1553 797 (dem interj) behold! lo! (cf 173, 3.G) [hin/néh] 1037 “tt 311 (dem pr, s m; f) this [zeh; z6°t] 1752 ‘T? hand [yad) 1580 R¥? go (come) out, go (come) forth [ya/s4’] 1058 IW" sit, dwell, inhabit lya/$4b] 1078 “3p (prep) before [lip/né] 1099 ‘Ya (prep) from, out of, . art of, because of; (comp) than [min] 1279 1M give [na/tan] 1994 (IE) 3 (prep) to, unto, as far i as (spacial); until, a while (temporal) i [‘ad] 1246 (I) OY 37° (f; irr pl) city (ir; “Wrim] 1080 (HH) OY people [‘am] 1827 OY (prep) with [‘im] 1076 0°38 face [pa/nim] 2120 TR} see [ra/°] 1294 *21M turn, return [80b*) 1055 YOW hear, give ear to, obey [$4/ma‘} 1136 me = C. Words Occurring from 999 Times to 730 Times (28) o7T% STIR lord, master; the Lord (I) "777 s1J? Judah; (gent adj, n) (a/d6n; *&dd/ndi} 770 NNR TNR (s m; £) one [’e/hdd; *al/hat] 959 (D PR sTA (abs; ostr) there is/are not (non-existence) [ayin; én) 773 SOK eat, devour [’/kal] 795 ad) Of no, not [’al] 738 ‘dem pr; c pl) these (élleb] 738 OPW s7WR (s; irr pl) woman [i884 n&/Sim] 779 AR SBAR (sm; f) you [arta *at] 893 DA (adv, conj) also, indeed [gam] 812 YT? know, notice [ya/da‘] 924 Judean, Judahite (yaha/d&; yaht/dt] 889 99 priest [ko/nén] 749 23% :2° heart [léb; lé/b4b] 844 M2? take [la/qah] 964 M2) ,11%) ,i19 (interr pr) what? how? [ma, meh, mah] 760 *D4 die [rat*] 737 WM Moses [mo/¥éh] 763 WPI life, self; throat [né/- pes) 753 ) 79 servant [‘é/bed] 800 ry eye; fountain [‘é/yin] 867 72Y go up [‘WIx} 879 DPIVY s WY (s m; c pl) ten (plus num. = 11-19); twenty [‘a/Sér; ‘eS/tim] 819 (1) 83? call, meet; read (aloud) [qa/r8’] 730 N2W stretch out, let go, send [88/lah] 839 D. Words Occurring between 729 and 500 Times (26) (1) OFS man ['a/dim) 353 (ID M& brother ['ah] 626 “INK behind, after [’a!/nar] © m3 (I) 3 daughter [bat] 582 TTR (adj) great [ga/do1] 525 742 people, nation [géy] 545 1 way, road, journey; (ext) custom [dé/rek] 698 8H] (pers pr) she [hi7] sat 0 mountain, range [har] 554 (D) 4” (v) be good; (adj) good; (n) goodness [16b] 612 APYIT? (Q) Jerusalem (26 times in Aramaic) [yard/3a/la/im] 667 WN (conj) as [kal/A8ér] 504 115 (adv) thus, so [kGh] 554 JP (adv, adj, n) rightly, upright, right (1); he-p OY (adv) there (Sam}.s17 © () OY name [3ém] 862 ny year (8/n4] 871 PAW, 30°90 (du m; f) two [Sond/- yim; Sot4/yim] 739 (adv) thus, so (HI) {kén] 707 (I) ARP hundred; (du) two hundred [mé/’&] 577 03 water [mé/yim] 574 “182 aR Egypt; (gent) Egyptian [mis/ré/- yim; mis/rT] 708 *11}] (Ni) be hit; (Hi) smite [na/ka*] so4 8] lift up, bear, carry {na/sa"] 651 (1) 13Y pass over, transgress ['a/bar] 539 ‘Tay stand ["a/m4d] 519 *DAP rise, stand [qam*] 624 (J) WN head [16's] 593 oY} s¥I VD (s m; f adj, n) evil [ra’, ra‘; ra/‘@] 661 (1) *a°Y set, place (Sim*] 584 impo wow (s m, f; pl) three; OWOW thirty [$4/188, Sald/- 84; Sal6/8fm] see200 TIMES .(136) HR thousand (112); tribe, clan (HI?) [’é/lep] 494 VOIR (sm, f; pl) four; saY2TR — forty [’ar/ba*, ’ar/- () OvaIN ba/'a, ’ar/ba/"Im] 444 yina cfT s7Wan WAN (sm, f; pl) five; fifty O'wAN [ha/més, hamis/sa; hami¥/sim] 478 2H sword [hé/reb] 407 ‘72> bring forth, bear [ya/- _ Tad] aga y 1319 altar [miz/béh} 401 ° (interr) who? [mi] 406 R39 find; (Hi) present [ma/s@’] 451 DWI judgment, custom, Justice [mis/pat] 425 (1) 8} (particle of entreaty) pray, now; please [na’] 401 5D) fall (na/pal] 433 TAY yet, still, again {‘6d] 481 nvy ,D?1¥ remote time; forever, eternity [‘6/lém; “O/ldm] 434 TIDY now [‘at/t&] 432 ECT {ON 2: HEBREW WORDS OCCURRING BETWEEN 500 AND A Words Occurring between 500 and 400 Times (28) °D? ,°DD s719 mouth; (conj) - according to [peh; kapf, leapt] 492 (I) 83¥ service in war; host, army [sa/b’] 485 *71¥ (Pi) command [sa/- wa*] 494 ses WT? (adj, n) holy (thing) [gd/de8} 430 DIP voice, sound [gél] 499 3 (adj) much, many (12); (ctxt) captain, chief (11?) [rab] 475 W official, leader, prince [Sar] 412 ARY Saul [8a/“0T] 406 myaqw y2y (s m, f; pl) seven; @ yay seventy [sé/ba’, Sib/"@; Sib/‘Tm] 492 nay heavens, sky [8a/ma/yim] 416 ow keep watch, guard (84/mér] 465 If] midst, middle; (prep) within, through [t&/wek; baték] 416 1) FINE} (prep) beneath, under, instead of [ta/hat] 490 wina ; B. Words Occurring 399 through 310 Times (29) (1) AR tent [’orhel] 342 TDN Aaron (’alsharon) 347 1 (conj) or (°6] 311 (1) WR fire [788] 375 aoe en emma Te sONR (pl m; f) you [’at/tém; ’at/tén] 330 pi #12 (cstr prep) between; * {n): interval [bén; bé/- yin} 396 1193 build [ba/na] 373 (1D) 339 bless [ba/rak] 328 QT blood [dam] 356 iJ} gold [za/hab] 383 5° 3° (n) life (D, (adj) living (11); (pl) lifetime (1) [hai; hay/yim] 386 0? sea; (ext) west [yam] 392 PY? Jacob [ya!/Aqdb] 348 (1) 8°79 (stat) fear, be afraid Lya/ré’] 377 TT? go down [ya/réd] 380 °%99 vessel, utensil {kalf] 324 | -MIDS silver [ké/sep] 399° °7? Levi (4 times in Aramaic) [lé/wi] 353, ivan'y2 war, battle (mil ma] 319 (1) 72% reign, be king {ma/lak] 347 DPQ place [ma/qaim] 399 ORI utterance, declaration {no’am) 378 8°23 prophet [na/bf’] 313 *73] (Hi) make known, report, tell [na/gad*] 369 (2) 139 answer ['a/na] 314 F¥ (also coll) tree [‘és] 330 1 spirit, wind [ré*h] 376 si1TY open field [$a/déh; $&/ddi] 332 (I) WO gate (84/"ar] 368 C. Words Occurring 309 through 270 Times (26) IiN IK enemy [avyéb; *Olyéb) 281 (ID) 78 nose, nostril; (ext) anger [’ap] 279 °29 +223 Babylon (Babel); (gent) Babylonians [ba/bél; bab/4i] 288 7°03 covenant {barit] 287 TW flesh [ba/sAr] 270 (I) wii new moon, month {h6/des] 278 iT be(come) strong; (Hi) seize, grasp [ha/zéq] 288 NNN sin, sin-offering, expiation [hat/t4’t] 296 Fi2T) live, be (stay) alive (ha/ya] 281 N79 cut off, fell, exterminate; make (a covenant) [ka/rdt} 287 ON bread [1é/hem] 296 ‘TW (n) force, might; (adv) very, ex- ceedingly [m2’dd] 287 (1) 137% pasturage, wilderness, steppe [mid/bar] 271 MDW (extended) family; clan [mi8/pa/h&] 300 2°30 (n) circuit; (adv) all around, round about, surrounding [sa/bib] 309 *70 turn aside; (Hi) take away, remove [sir*] 29820D. . ve ome serve [‘B/bad] 289 5° es QDR burnt offering (6/18) S288 : » AVY time [‘@t] 282 ooT59 sep (gent n) Philistine(s); [ wen ve Philistia [pali/tf; palé/Set] 294 ‘328 visit, number, ap- point; miss; take care of; muster [p/q4d] 301 6 ny Pharach [par/‘6h] 273 MAY s TRB flock [56'n; s6/néh] 215 37? draw near [qa/r4b) 291 m8Y Solomon [8ol6/méh] 293 SWS WY (s m, f; pl) six; sixty CD OWW [8e8, 518/88; 5/8] 272 D. Words Occurring 269 through 220 Times (31) Tae (f) stone [’é/ben] 268 OTIS s:OP IAN Abraham; Abram [ab/rayham, “ab/rém) 235 (1) 778 ground ['adi/ma] 225 (V) 98 Mighty One, God (god) [’él] 236 (1) F98 forearm, cubit ) ['am/ma] 226 *WP3 (Pi) seek [bi/qd8*} 225 bra boundary, territory [gobal] 241 73t remember [z4/kér] 230 VU seed [zé/ra‘] 228 NOM miss (a mark), sin (ha/ta’] 237 bon strength; wealth; army [ha/yil] 246 (i) 7On loyalty, kindness, devotion, steadfast love [hé/sed] 250 Mim? Joshua [yaho/ke*; ye/Sii8*] 247 wp subdue, possess, dispossess (1?); tread (11?) [ya/r48] 231 2W? (Qal part) inhabitant (ya/3éb] 260 ce nme IND write [ka/téb] 222 9 tbe cm) night (lavyalas la ‘yil) 231 wa? (prep) for the sake of, on account of; (conj) in order that {lam4/‘an] 269 ‘V2 appointed place or time; season [mé/‘éd] 223 “02 rod, staff; (ext) tribe (may/téh] 252 non (stat) be full; (Pi) fill, fulfill (ma/ié’] 250 WYN work [mal/‘Aséh] 235 (1) 92M} inheritance [na!/halé] 223 svi lad, youth [n4/‘ar] 240 TY transgression, iniq- . . uity [“@/wén] 231 3}22 53? inward part, midst; (prep) in (the midst of) [gé/reb; bagé/- reb] 227 (1) 329 be(come) numerous, be great; (Hi) multiply, make many [ra/b&] 226 co cy tae meme 445 foot [ré/gel] 252 TYP) +VY) (8 mf, adj) guilty; (n) wicked (one) [ra/34'; rosa/‘H] 264 . Words Occurring 219 through 200 Times (22) AIR love, like [’a/h4b] 205 ON mother [Em] 219 "ON gather, take in ['a/sap] 203 Ts ark, chest ["ar6n] 202 (II) 7A3 garment [bé/ged) 214 408) apa morning [bd/qer] 200 AO}? Joseph [yé/sép] 214 NO? add [ya/sap] 212 *Y@? (Ni) be saved; (Hi) save [ya/S4"*] 205 Ti} possessions, honor, glory [ka/b6d] 200 *119 (Ni) be firm, established; (Pol) establish; (Hi) prepare [kiin*] 219 00) 93 cease, come to an end, finish, complete (ka/1d] 204 71302 camp, army [ma!/hanéh] 219 BHDW peace, health [Ka/léim]” 242 MTJIN teaching, Jaw. [t6/rd] 20 : Ww messenger [mal/"k] 213 72 gift; offering [min/ha] 21 #109) turn, stretch out (na/ta] 215 *9¥1 (Ni) be delivered: (Hi) snatch away [na/s4i*] 208 (1) 31¥ leave, abandon [‘a/- zAb] 212 P°T¥ (adj) righteous, just [sad/diq] 206 a3 lie down; have sexual intercourse [82/k4b] 2 DOW judge, enter into controversy; (Ni) plead [84/pat] 203 (ID) ANW (v) drink [84/4] 217ASB 100 TIMES (185) ‘TAN perish; (Pi) destroy; te exterminate [abd] 183 us ear [‘S/zen] 187 NER O78 Ephraim; (gent) Ephraimite [(ep/ra/- yim; ‘ep/ra/tf] 182 nin :972 cattle, animals; (pl of ext) crocodile?, [bahé/ma; bahé/mét] 192 "PTA +929 Benjamin; (gent) Benjamites [bin/ya/- ) min; ben-yomi/ni] 180 @ by5 owner, husband; Ba‘al [bé/‘al] 198 “W2 (coll) cows, herd(s), cattle [ba/qdr] 183 ma reveal, uncover (I?); depart, go into cap- tivity (I?) [ga/la} 187 WI (adj) old; (n) old man, elder {z4/qén] 178 ‘“I$N permanent settlement, court, enclosure [ha/sér] 193 SECTION 3: HEBREW WORDS OCCURRING FROM 199 THROUGH “ A. Words Occurring 199 through 175 Times (24) ‘95? (stat) be able [ya/kél] 194 TT Jordan [yar/dén] 181 "> hand, palm [kap] 192 PR (adv) therefore [la/- kén] 196 canto sayin Moab; (gent) Moabite(s) [m6/"Ab; mé/'a/bi] 199 i113) commandment [mis/- wa] 181 “BD scroll [sé/per} 185 THON (ord) first [1i7/8G'n] 182 *D97 be(come) high, exalted [rdm*] 195 (I) ¥4 friend, fellow, . companion [ré‘] 195 TIDY lip; (ext) shore [sara] 178 DAW rod, staff; (ext) tribe [5é/bet] 190 *¥19 (Ni, Hi) swear [Sa/ba"*] 186 TRY oil [3é/men] 193 B. Words Occurring 174 through 160 Times (27) (1) ‘YOR (adj) another [’a!/hér] 166 (1) DR ram [‘4/yil] 161 JK (adv) only; surely (ak] 160 (1) 7112 choose [ba/hér] 173 i #193) understand, perceive [bin*] 171 “133 warrior, mighty man [gib/b6r] 161 (IE) ‘Vi generation, lifetime, life-span [d6r] 169 WIT seek [da/ra8} 163 VD Kill (havrdg] 168 (1) M134 (n) sacrifice [2é/bah] 162 (I) *7118 (Hisht) bow down [ha/wa*] 174 7M (n) place outside the house, street; (prep, adv) outside, without [has] 165 N20 (stat) be unclean [ya/mé"] 161 °193 s1919 Canaan; (gent) Canaanite (kand/‘an; kana!/‘Ani] 163 (D On (Ni) fight (a/h4m] 171 im? ,799 (interr pr) why? (l4m/ma, 14/m&] 173 TAN work [mala /k4] 167. *O1l-fiee [ns*] 160 339 tum around [sa/bab} 1620 1B} write, count, number; (Pi) recount, report, enumerate [sa/par} 162 TIWY + WH (group of) ten, decade [‘é/Ser; . “a/SarH] 173 NNB gate, opening, entrance [pé/tah] 163 WP be holy; (Pi) conse- crate [qa/da8] 172 (I) 18) feed, graze, tend (cattle) [ra/‘#] 171 ORY ask (for), demand [381] 173 TINY see (I) *nyN 174 *NNW (Ni) be corrupt, spoiled; (Pi) spoil, tuin; (Hi) destroy [Sa/hat*] 161 C. Words Occurring 159 through 144 Times (26) nix (pers prc) we ['anéh/nd] 156 ORS OWS Aram, Syria; (gent) Aramean(s), Syrian(s) (dram; “Sram/mi] 155 “WWE Assyria, (as gent) Assyrian [’a3/Sfir} 152 (II) *9'29) (Pi) praise; (Hith) boast [ha/lal*] 145 s199M experience, shrewd- ness, wisdom [hok/ma] 152 ANP Joab [y6/"Ab] 146 aay 3717) Jeremiah [yir/mayd; yir/mey4a/hi) 147 *7109 (Pi) cover, conceal [ka/sa*] 157 2 (adv) alone; (prep) besides [lobad] 155 nya death [ma/wet] 159 m2) Manasseh [manai/Séh] 150 ‘TAs (n, prep, adv) oppo- site, before [né/ged] 151 ¥Al touch, reach; come to [na/Z4’] 150