Table Of ContentIntensive 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
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No part of this book should be repruc.iu ·d in any
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form without the written permission from the publisher.
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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
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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
