This monograph is the result of my research work of the last three years in the Bengali Unit of International School of Dravidian Linguistics, Thiruvananthapuram. It is also a product of my last nine-year experience of teaching Bangla language to Malayalam and Tamil native speakers in Kerala. All these 9 years of experiences of language learning and language teaching to non-native speakers have pointed out the problems of non-native learners and have encouraged me to do the work of connecting and contrasting the phonological, morpho-syntactical system of Bangla with that of Malayalam. This is very important job to make it easy to a non-native learner. In 2013-14, I did the work of connecting and contrasting the phonological systems of Bangla and Malayalam. This is an attempt in the morpho-syntactical area. The Syntactic and Semantic Roles expressed by the synthetic and analytic markers of these two languages have been attempted to be explored and compared in this monograph.
As a non-native learner of Malayalam language and as a teacher of Bangla for non-native speakers, I felt that the method of teaching a language to non-native speakers has to be different from the traditional method used for native learners. The study material should be prepared considering the morpho syntactical and phonological features of the first language of the targeted nonnative learning group.
The target readers of this work are four types of people. First two are the non-native adult language learners of Bangla and Malayalam respectively. The other two groups are language-teachers who teach Malayalam to native Bangla speakers and those who teach Bangla to native Malayalam speakers.
The present work is a contrastive analysis of the syntactic and semantic roles in Bangla and Malayalam. It is an attempt to identify the similarities and dissimilarities in grammatical markers in the noun Morphology of Bangla and Malayalam, more correctly the standard colloquial varieties of Bangla and Malayalam.
This book is intended for the use of teachers who teach Bangla and Malayalam for non-native learners. For this the author mainly relied on Bangla and Malayalam grammars written in English.
Linguistically India is a land of several languages of different language families. Learning one or two Indian languages other than the mother tongue safeguards the interest of the national integrity of Independent India. Thus Government of India introduced three language formula in education system. This gave impetus to the contrastive studies among different Indian languages. International School of Dravidian Linguistics made significant contribution in the field of teaching and learning languages by organizing Intensive courses in Tamil, Malayalam, Kannada, Tulu etc., and through the publication of the relevant course materials.
The present book is an outcome of a language teaching project carried out by Mr. Dhrubajyoti Das in the Bengali unit of International School of Dravidian Linguistics. The ISDL had taken up this project by keeping in mind the growing demands of learning Malayalam by the Bengali migrant labourers and vice versa by their employers and the general public. "Syntactic and Semantic roles in Bangla and Malayalam" is compiled on the basis of the differences and similarities in the use of case markers and postpositions as it felt more useful from our experience in language teaching.
International School of Dravidian Linguistics will be thankful to those who give healthy suggestions for the improvement of this course work.
This Contrastive Analysis seeks to explore the similarities and differences in the syntactic and semantic roles expressed by the synthetic markers and analytic markers in the noun-morphology area of standard colloquial Bangla and standard Malayalam. This kind of Contrastive Analysis is considered to be an important area in Applied Linguistics. It is generally accepted that Contrastive Analysis is useful for language teaching and language learning. The present work also aims to help these practices. This will be very helpful for language teachers who teach non-native learners and also people who prepare language teaching materials for non-native learners. Language teachers with some knowledge of linguistics would find this work extremely helpful. However, serious non-native language learners having some knowledge of linguistics can also directly benefit from this. Language teacher and language learner, these two groups of target readership actually include various types of people across the country. The only common language to all these people is English. For this reason, this analysis is also in English. Both Bengali and Malayalam grammars written in English are mainly considered here for discussion.
Whenever it is necessary, some references written in Bengali or Malayalam are consulted. As the monograph deals with the standard colloquial varieties of both the languages, only phonemic transcription is given. No transliteration is given to avoid confusion in non-native learner's mind. Malayalam native speakers cannot read Bangla examples properly from transliterated text, because in Bangla, the sound-script controversy is too wide. That controversy exists in Malayalam also. Moreover, some sounds of Malayalam are not there in Bangla. Hence, Bangla native speakers cannot read Malayalam examples properly from transliterated text; they don't even have the concept of length difference in vowels of Malayalam not its phonemic differences. Therefore, in this book, only phonemic transcription is given to show examples in both the languages.
The expressions of the syntactic and semantic roles of Bangla and of Malayalam are analyzed side by side in this analysis. All the synthetic markers of both the languages are discussed methodically. Which analytic markers can be added to each synthetic marker are discussed thoroughly and the combination of markers (synthetic + analytic), roles expressed by them are tallied with examples.
As this monograph is meant for the readers who have basic knowledge of Linguistics, terms like "phonemic spelling", "allomorph", "subject", "object", "subject compliment", "agent", "patient", "experiencer", "possessor", etc. are not explained here. The knowledge of these terms is taken for granted.
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