About Kuai Heb

 

Nilli Aaronson

 

KUAI HEB is a trilingual dictionary Hebrew-English-Chinese intended for Chinese university students learning Hebrew.

In the years 2005 - 2006 I was privileged to serve as a teacher in the language department of Beijing university.

The Chinese students learning Hebrew at that time did not have at their disposal a Hebrew Chinese dictionary and they used a Hebrew English dictionary instead.

The dictionary in use at the time was written by Edna Lauden and Liora Weinbach for the use of Ulpan students in Tel Aviv university. Some other didactic dictionaries were published by the two for the use of students whose mother tongue was Russian, Spanish etc.

It seemed that a similar dictionary for Chinese speaking students can offer a most welcomed solution.

The authors gave their consent, and the project started taking shape in Beijing during the year 2006.

Embarking on such a project was far from trivial and the road for completion was long and disheartening at times.

The present dictionary is a result of a team work stretching over a long period of time.

Despite keeping the suggested model mentioned above in mind, some changes and new emphasis in the present dictionary are introduced.

Kuai Heb is far from being an all-encompassing dictionary. It is limited to the most frequent occurring words and phrases.

I hope the dictionary can provide the student with the elementary knowledge needed for furthering his studies of the Hebrew language in the future.

 

朱 艳 (Julie), a teacher of Chinese, consultant and a translator supervised and corrected the Chinese translations, making the completion of the project possible. 

马青竹 (Maayan), who was a student of Hebrew at Beijing and later on continued her studies in Israel contributed her helpful comments and suggestions. 

Ada Spitzer a Hebrew teacher at the Schechter institute checked and revised the Hebrew section of the Dictionary. Her encouragement and professionalism can’t be overestimated. 

Last but not least, special thanks to Guy Avnion who built the ‘state of the art’s online presentation to be improved in the future by introducing some more helpful search functions. 

1.  The Hebrew column

Most words and phrases in the Hebrew column (each entry) appear as an element integrated within a complete sentence.

The element itself is highlighted by bold print.

Choosing to omit a ‘definition’ for each entry was based on the assumption that the language used for defining a concept is less accessible for a beginner. 

In each individual entry searched for the letters on which falls the emphasis (accentuation) are colored in purple.

In every value which presents a verb, a sample of the verb’s inclinations is shown at the bottom of the value. 

The present tense of many verbs in Hebrew is functioning also as an adjective or a noun. Whenever this is the case, the present tense appearing in the verb sample at the bottom is highlighted by bald print and can be found in the dictionary as an independent value.

 

Spelling

In principle the spelling used in this dictionary follows the rules of what is known as ‘plene spelling’ according to which the letters א ה ו י are denoting vowel sounds. These letters when following a consonant indicate how to read any given word.

An additional help is offered by partial Nikud (punctuation) when the plene spelling is not enough for a beginner.

*See a more detailed explanation in the introduction in Hebrew.

 

2. The English column

 

The English column is serving as a ‘mediator’, an extra tool for deciphering the meaning of the word or the idiom of each entry in Hebrew.

In this column the parts of speech, both in English and Chinese, are specified.

 

3. The Chinese column

 

Most sentences in Hebrew are fully translated into Chinese.  The element searched for appears in bold print.

4. For the Hebrew speaker who learns Chinese:

Though the dictionary is dedicated primarily to Chinese speaking students learning Hebrew, it is hoped that Hebrew speaking students learning Chinese might also find this dictionary helpful. With this in mind the translated sentence in Chinese is also followed by the pinyin transliteration.

5. Loan words - Ω

 

With the great innovations in science and technology in the 19th and 20th centuries, some new concepts and terms that did not exist before had to be given appropriate names. These concepts in Hebrew were mainly borrowed from modern European languages in transliteration into Hebrew.

Most modern concepts in Chinese on the other hand have corresponding, purely Chinese, equivalents while transliteration from other languages into Chinese is less prevalent than in Hebrew. 

In order to avoid confusing proper Hebrew words with words of foreign origin, the loan words in this dictionary are marked with the sign Ω.

 

The Chinese student might find out that using for those words a dictionary in his own language is more helpful. 

Words that have already alternatives in Hebrew appear next to the loaned word and can be found in the dictionary as an independent value.

*   A list of all the loan words is presented as a link.

 

6. Cultural references - ѱ

Many words and phrases in Hebrew have either a religious, cultural or social implications not accessible without further clarifications. A most basic explanation is provided within the dictionary but the sign ѱ suggests that further, more detailed information either in Hebrew or in any other language, is recommended for those interested in a more detailed explanation.

 

7. References to songs - ♫

The symbol ♫ indicates that the specific word being searched for appears in the song referred to.

The introduction of songs is based on the assumption that through music the experience of learning any language is enhanced and enriched. 

 

Surely the challenge at that stage is only in recognizing the specific word appearing in the song by repeated listening.

 

Many of the songs are from the early pioneering period of Israel, others are more contemporary. There are also children’s nursery rhymes and festival songs.

  

The songs can be found either on YouTube or any other channel available on line for the general public.

 

8. The Academy of the Hebrew language – tables of verbs

∞

At the bottom of every entry introducing a verb, a partial paradigm of the verb is given. ∞

The student is encouraged to consult the computerized table of verbs published by The Academy of the Hebrew language for free. In this site the full inclinations of all verbs, according to pronouns and tenses are listed.

 

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Abbreviations 

略语表    

 

名阳	n.m = noun, masculine	ש"ז = שם זכר
名阴	n. f. = noun feminine	ש"נ = שם נקבה
名阳- 复数	n.m.pl.-=noun, masculine, plural	שז"ר = שם זכר רבים
名阴- 复数	n.f.pl. = noun, feminine , plural	שנ"ר = שם נקבה רבים
动， 被动	v.= verb	פ'  = פועל
形	adj.= adjective	ש"ת = שם תואר
副词	adv. = adverb	ת"פ = תואר פועל
疑问词	question word	מ"ש = מילת שאלה
感叹词	exclamation word	מ"ק = מילת קריאה
固定搭配	not specified as such in the English column	צ' = צירוף
首字母缩略词	acronym	ר"ת = ראשי תיבות
代词	pron. = pronoun	כ"ג = כינוי גוף
介词	prep.= preposition	מ"י = מילת יחס
连词	conjunction	מ"ח = מילת חיבור (קישור)
系词	copula	אוגד
文学语言	literary	שפה ספרותית
口语	colloquial	שפת דיבור
俚语	slang	סלנג
粗俗	slang-vulgar	סלנג וולגרי
引申	not specified as such in the English column	בהשאלה

 

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关于Kuai Heb

 

KUAI HEB是一本希伯来语-英语-汉语三语词典，专为学习希伯来语的中国大学生设计。

 

2005年至2006年，我有幸在北京大学语言系任教。

当时，学习希伯来语的中国学生手头没有希伯来语-汉语词典，而是使用希伯来语-英语词典。

目前使用的是由 Edna Lauden  和 Liora Weinbach 词典编写的，供特拉维夫大学的 ULPAN 学生使用。他们还出版了许多其他教学词典，供母语为俄语、西班牙语等的学生使用。人们认为，为讲中文的学生编写一本类似的词典将提供最受欢迎的解决方案。

该项目得到了作者们的同意，并于2006年在北京开始成形。

本词典是长期团队合作的成果。

着手这样一个项目绝非易事，完成之路有时漫长而令人沮丧。

在过去的七年里，这项工作变得更加有序和充满希望。

Kuai Heb 远非一本包罗万象的词典。它仅限于最常出现的单词和短语。

我希望这本词典可以为学生提供未来进一步学习所需的基础知识。

朱艳Julie是中文教师、顾问和翻译，她负责指导和审阅中文翻译，这个项目的完成离不开她的工作。

马庆株(maayan)曾在北京学习希伯来语，后来在以色列继续深造，她提出了有益的意见和建议。

谢赫特学院的希伯来语老师 Ada Spitzer 检查并修改了该词典的希伯来语部分。她的鼓励和专业精神不可估量。

最后但并非最不重要的一点是，特别感谢 Guy Avnion，他创建了“最先进的”在线词典。他会继续改进它并推出更多有用的功能。

尽管保留了上述建议的模式，但本词典还是引入了一些变化和新的重点。

下面详细说明特殊格式。

 

1. 希伯来语专栏

希伯来语栏（每个条目）中的大多数单词和短语都作为元素出现在完整句子中。

元素本身用粗体突出显示。

选择省略每个条目的“定义”是基于这样的假设：用于定义概念的语言对于初学者来说不太容易理解。

在搜索的每个单独条目中，重点字母（重音）都用紫色标出。

阅读希伯来语的困难之一是元音很少，也没有关于如何发辅音的指示。

通过在每个字母下方或上方分配点和短线，读者会得到字母如何发音的指示。这种方法在希伯来语中称为 Nikud。

这本词典只给出了部分 Nikud。其背后的逻辑在附录中介绍。

 

2. 英语专栏

英语栏充当着某种中介的作用：一种额外的工具，用于解读希伯来语单词或习语的含义

 

3. 中文专栏

希伯来语大部分句子已被完整翻译成中文。

搜索的元素以粗体显示。 

 

4. 对于学习中文的希伯来语人士：

虽然这本词典主要面向学习希伯来语的中文学生，但希望学习中文的希伯来语人士也能从这本词典中受益。考虑到这一点，中文翻译句子后面也附有拼音。

 

5. 外来词 -Ω

随着 19 世纪和 20 世纪科学技术的重大创新，一些以前不存在的新概念和术语必须被赋予适当的名称。希伯来语中的这些概念主要是从现代欧洲语言中借用并音译成希伯来语。

另一方面，中文中的大多数现代概念都有对应的纯中文对应词，而从其他语言音译的情况不如希伯来语普遍。

为了避免希伯来语中的专有词和外来词混淆，后者用符号 Ω 标记。这些词不被整合到句子中。中国学生可能会发现使用母语词典更有用。

希伯来语中已有替代词的单词出现在外来词旁边，可以在词典中单独找到。

 

6. 文化参考 ѱ

希伯来语中的许多单词和短语都具有宗教、文化或社会含义，如果不加以必要的澄清，则无法理解。字典

 

中提供了最基本的解释，但 ѱ 符号表明，建议对希伯来语或任何其他信息来源感兴趣的人提供更多、更详细的信息。

 

7. 歌曲参考 ♫

符号 ♫ 表示所搜索的特定单词出现在所引用的歌曲中。

歌曲的引入基于这样的假设：通过音乐可以增强和丰富学习任何语言的体验。

 

这些歌曲可以在 YouTube 上找到，它对所有人开放。

 

8. 动词表-希伯来语学院

∞

在介绍动词的每个条目的底部，给出了动词的部分范例。∞

 

鼓励学生免费查阅希伯来语学院发布的计算机化动词表。在这个网站上列出了根据代词和时态的完整倾向。

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