Table Of Content

Intensive Course Series No -6 AN INTENSIVE COURSE IN KANNADA Lingadevaru Halemane M.N. Leelavathi CENTRAL INSTITUTE OF INDIAN LANGUAGES Ministry of HRD, Department of Education, Govt: of India Manasagaflgotri, Mysore - 570 006. AN INTENSIVE COURSE IN KANNADA CENTRAL INSTITUTE OF INDIAN LANGUAGES INTENSIVE COURSE SERIES No. 6 General Editor M. S .. THIRUMALAI _ _ __ --- --··----··-···-· . ... .. .,......_. ,, -~-~. ., .,.·.-.~.. .--....----~.--.-.......... __,~ .. ~----.. i No part of this book should be repruc.iu ·d in any I form without the written permission from the publisher. I _____ _ _ _ _ _ _ _ _ _ ___ _ _ _ ____ _ ,.! Clll Intensive Cou!l'se Series- 6 AN INTENSIVE COURSE IN KANNADA LINGADEVARU HALEMANE M, N. LEELAVATHI CENTRAL 1NSTITUTE OF INDIAN LANGUAGES J\1YSORE-570 OOti First PubJished January 1983 Paush 1904 Reprint October 1995 Ashwayuja 1917 © Central Institute of Indian Lan&uages, Mysore, 1983 and 1995 Price Rs. 125-00 ISBN-81-7342-031-9 Published by Dr. Francis Ekka, Director, i/c. Central Institute of Indian Languages, Mysore. Printed by S. B. Biswas, Manager, CIIL Printing Press, Hunsur Road, Manasagango'tri, Mysore 570 006. FOREWORD The Central Institute of Indian Language~ was set up on the 17th July, 1969 with a view to assi'8ting and co-ordinating the develop· ment of Indian languages. Th~ rnstitut~ was charged with the responsibility of serving as a nucleus l0 bring togett er all lhe research and literary output from the various lirl'gnistic streams to a common head and narrowing the gap 1:--etween basic research and develop mental research in the fields of languages and linguistics in India. The Institute and irs five Regional Language Centres are thus engaged in research and teaching, which lead to the publication of a wide ranging variety of materials. Preparation of materials designed for teaching/learning at different levels and suited to specific needs is one of the major areas of interest of the Institute. Basic research relating to the acquisition of language and study of language in its manifold psycho-social relations constilute another broad range of its interest. The publications will include materials produced by the members of the staff of the Central Instilute of lnJian Languages and its Regional Language Centres and associated ~cholars from universities and institutions, both Indian and foreign. The Central Institute of Indian Languages has initiated an Intensive Course Series in major Indian languages to provide suitable and comprehensive material for learning and teaching the language concerned for Indians. In a language teaching situation, the teacher is expected to combine the roles of a psycho-linguist, socio-linguist, linguist, language pedagogue, a creator of materials, a literary critic and a testing and evaluation expert. Most of his competences are naturally reflected in the materials, which simultaneomly are graded from simple to complex, known to the unknown and contrived to the natural. This is a very difficult task. After research and experi mentation we have come out with more questions than answers at each stage of the material. For example, how basis i., basic? What is grading? In what way can linguistic and cultural matter be graded? Is qLiestion, with which most learning begins, simpler than FOREWORD The Central Institute of Indian Language" was set up on the 17th July, 1969 with a view to assisting and co-ordinating the develop ment of Indian languages. The rnstitute was charged 'vith the responsibility of serving as a nucleus to bring t0gether all the research and literary output from the various lin~uistic streams to a common I . head and narrowing the gap l:'etween basi.: research and develop mentai research in the rlelds of languages aJ]d linguistics in India. The Institute and its five Regional Language Centres are thm engaged in research and teaching, which lead to the publication of a wide ranging variety of materials. Prtparation of materials designed for teaching/learning at different levels and suited to specific needs is one of the major areas of interest of the Institute. Basic research relating to the acquisition of language and study of language )o its manifold psycho-social relations constitute another broad range of its interest. The publications will include materials produced by the members of the staff of the Cencral Institute of 1nJian Languages and its Regional Language Centres and associated scholars from universities and institutions, both Indian and foreign. The Central Institute of Indian Languages has initiated an Intensive Course Series ~n major Indian languages to provide suitable and comprehensive material for learning and teaching the language concerned for Indians. In a language teaching situation, the teacher is expected to combine the roles of a psycho-linguist, socio-linguist, linguist, language pedagogue, a creator of materials, a literary critic and a testing and evaluation expert. Most of his competences are naturally reflected in the materials, which simultaneously are graded from simple to complex, known to the unknown and contrived to the natural. This is a very difficult tnsk. After research and experi mentation we have come out with more questions than answers at each stage of the material. For example, how basis is basic? \Vhat is grading? In what way can linguistic and cultural matter be graded? Is question, witb which most learning begins, simpler than EDITOR'S NOTE Kannada, a modern language with antiquity dating back to at least 5th century A f), is spoken by over three and a half million people, m >&tly living io Karnataka. Its highly cultivated literary history is continuously marked by experimentation in form, content and modes of expression, ranging from Vachana literature conveying the messa2e of dissent to pul'po:;sive contemporary writings of Sh1vararna Karaoth, Srikrishna Alanaballi, Devanoor Mahadeva, U.R. Ananthamurthy, Chandrasekhara Kambara and others. In fiction, drama, performing arts, fine arts and sci~nces, Karnataka the home of the Kannada language, excells many others. With a rich literary, grammatical and socio-cultural traditions, Kannada exhibits an exqui site blend of the old and the new. Acquisition and knowledge of Kannada will b~ found, indeed, rewarding by other Indians. The Intensive course series airns at imparting mainly a profi ciency in the listening and ~peaking skills of tht language learnt. The learning materials are presented in the script of the target langu age throughout; in the beginning several lessons ue presented in Devanagari as a prop. Th.e books under this series do not provide the learners with an introduction to the script of the ianguage. However, the traditional alphabetic chart of the concerned language is given at the beginning of the book. The learners are expected to master the script of the language before they actually use the lessonJ of the Intensive Course. For thi~ they are advised to use Script Books and Copy Books published by the Central Institute of Indian Languages in its CII L-K V S Mother tongue series. Language teaching, in some sense, is an artificial activity. It requires breaking the global language into, at times, even arbitrary units. Th!! b0oks in this series are no exception to this inevitable con~equence of the model followed. This was, however, borne 10 mind all through to keep the artificial element uoder control. Each language learning manual in the Intensive Course senes covers the basic structures of that language used for certain identified viii topics of common interest. Lessons are generally presented in the form of conversations. These lessons are grouped under various units. The variables for the choice of dialect throuRh which the materials are presented, methods for tpe administration of exercises and drills in the class, and other tips for both the teacher and the learner would be found in the introdaction to every book in the series. It should be emphasized here that the Intensive Course Series is an integral part of the scheme of language teaching of the Regional Language Centres of the Central Institute of Indian Languages. Books in the fntermediate Course Series and the Advanced Course Series are an extension of the books published under the Intensive Course Series. M.S. THIRUMALAI ACKNOWLEDGEMENT We would like to express our sincere gratitude to Dr. D P. Pattanayak, Director, Central Institute of Indian Languages for his constant encouragement anrl valuable suggestions in the preparation of this course, and to Dr. M. S. Thiru malai, Professor cum Deputy Director, Central Institt1te of JnJ ian l anguages who took pains m guiding through this work and offering relevant suggestions in preparing the manuscript. We are thankful to Dr. K. V. V. L. Narasimha Rao, Principal, So'\.Jthern Re:gional Language Centre, who offered number of discus sions towards improvement of the material. We arc also thankful to our colleagues Sri K. Narayan, Sri N. Mahadevaiah and Dr. K. P. Acharya for useful suggestions from time to time. Our Ex-Teacher trainees in the Southern Regional Language Centre were tried with this Basic Course materials initially. Many of them were partially responsible for certain modifications in the lessons. They deserve our I hanks. Sri H, L. N. Bharati of the Publication Unit of CIIL, apart from the Production responsibilities, has offered his academic help at various stage5 of printing the book. We are thankful to him. We should like to express our appreciation to Sri Kale Gowda, for excel~ lent typing of the manuscript. Sri N. H. Itagi, Asst. Cartographer CllL has designed the cover page extremely well. We are thankful to him. Our thanks are also due to Proprietors and staff of M/s Chanchu Enterprises, Mysore, for tbe neat execution of printing of this volume. LINGADEVARU HALEMANE M. N. LEELAVATHI