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Grammar–translation classes are usually conducted in the students' native language. Grammatical rules are learned deductively; students learn grammar rules by rote, [6] and then practice the rules by doing grammar drills and translating sentences to and from the target language. More attention is paid to the form of the sentences being ...
Compound verbs, a highly visible feature of Hindi–Urdu grammar, consist of a verbal stem plus a light verb. The light verb (also called "subsidiary", "explicator verb", and "vector" [ 55 ] ) loses its own independent meaning and instead "lends a certain shade of meaning" [ 56 ] to the main or stem verb, which "comprises the lexical core of ...
Hindustani is extremely rich in complex verbs formed by the combinations of noun/adjective and a verb. Complex verbs are of two types: transitive and intransitive. [3]The transitive verbs are obtained by combining nouns/adjectives with verbs such as karnā 'to do', lenā 'to take', denā 'to give', jītnā 'to win' etc.
Hindustani (sometimes called Hindi–Urdu) is a colloquial language and lingua franca of Pakistan and the Hindi Belt of India. It forms a dialect continuum between its two formal registers: the highly Persianized Urdu, and the de-Persianized, Sanskritized Hindi. [2] Urdu uses a modification of the Persian alphabet, whereas Hindi uses Devanagari ...
The third method is by using a verb expressing a physical position, like zitten (to sit), staan (to stand), liggen (to lie), followed by te and the infinitive. Examples: Ik zit te lezen (lit. I sit to read), meaning I am reading (while sitting), Ik stond te wachten (lit. I stood to wait), meaning I was waiting (while standing), Zij ligt te ...
These Persian and Arabic loanwords form 25% of Urdu's vocabulary. [10] [23] As a form of Hindustani and a member of the Western Hindi category of Indo-Aryan languages, [22] 75% of Urdu words have their etymological roots in Sanskrit and Prakrit, [10] [24] [25] and approximately 99% of Urdu verbs have their roots in Sanskrit and Prakrit. [23] [26]
The objective is that by the time they leave college, the pupil controls the tools of the language which are the vocabulary, grammar and the orthography, to be able to read, understand and write texts in various contexts. The teaching of grammar examines texts, and develops awareness that language constitutes a system which can be analyzed.
The number of Urdu speakers in India fell 1.5% between 2001 and 2011 (then 5.08 million Urdu speakers), especially in the most Urdu-speaking states of Uttar Pradesh (c. 8% to 5%) and Bihar (c. 11.5% to 8.5%), even though the number of Muslims in these two states grew in the same period. [123]