Nepali Interlanguage Research Essays

The necessity for a global language has always existed to break down the barriers between nations and for communication to create a sense of a global community. English is quickly filling that niche, and instruction in English as a second language is expanding worldwide to places such as Nepal. Nepal is a land locked country located in Southern Asia bordered by China in the north and India in the south, east, and west with varying geographical areas, from high mountains to low lying plains (Weinberg, 61). The implementation of the instruction of English

Examples of failed multi-lingual socities are witnessed around the world. India, a country of more than ten official languages, is the worst example of chaotic society and bureaucracy nightmare, regardless English is still used extensively as an official language in India. Without a single recognized common language, the government

Origin. Of Na-Dene or Athapaskan origin, the Tahltan language is based on oral tradition (Language, n.d.) and was taught through song, stories, dancing and speech. A writing system has been recently developed and is considered to be “an important milestone in the history of our language and culture” (Language, n.d.). It is part of a single language family along with Tagish and Kaska dialects (Language, n.d.). Tahltan elders remember the majority of Tahltan’s speaking the language in their youth (Bourquin, 2016); unfortunately, exposure to the residential school system during the 1950’s drastically reduced its usage (Davis, 2011, pp. 21-23)

The depth of my cultural understanding is accumulated with the diverse norms and beliefs surrounding my country. I was born in Merced, California, a city full of culturally mixed ethnicities and traditions. My family taught me to embrace my cultural background as early as the years of my infancy. My parents believed that the sole route to input my nation’s traditions into my soon diverse mind was to teach me my nation’s primary language. Punjabi became my first and only language during the years of my early childhood. The challenges that exceeded after it became an important aspect that endorsed motivation and determination in my life. My first step in Kindergarten showed my parents that enrooting only one culture would not suffice in any nation. The language barrier between me and the other students enriched characteristics of timidness and shyness. The other students feared my cultural distinction and left me to play alone. Though this experience was difficult, it taught my parents and I to extend our culturally nativities and accept the divergent societies in America. Eventually, English became my primary language as the years of middle school taught me to adapt to the language. An accent had left my English language but impacted my Punjabi language as

A fundamental goal of learning a foreign language is to communicate. Today, the need of interacting in English effectively, is increasing. This is needed to be able to interact with both native and non-native speakers. A reason can be the diversity in populations which is growing because of migration and many adult learners study English because they need it in workplace settings, where they communicate with English-speaking colleagues or just for English environment. These learners would benefit from a wide repertoire of the learning language to communicate meaningfully.

My experience with language was hard and difficult with a constant mixture of speaking Hindi with my parents and English with my teachers. Being bilingual has made me think about the multifaceted nature of language. English is elegantly complex, but it can be difficult if you don’t know the language. Nevertheless, it was a tough growing up in a two language household. I was raised speaking Hindi instead of English, which became an ultimate challenge.

• Cholit basha is the spoken vernacular, the language of the great majority of Bengalis.

According to Houmanfar, Hayes, and Herbst (2005), the first and second languages are interrelated and the history of the first language is a participatory factor in the acquisition of the second language (L2) and its maintenance. The Contrastive Analysis Hypothesis indicates that the structure and shape of the L1 of an individual are different from those the L2 that could create errors in speaking, reading and writing (Dulay et al., 1982). Similarities and differences between L1 and L2 acquisition will be outlined in terms of various theories.

Language is one of the most significant developments of humans. It is one of the few means of communications which enclose a large number of beliefs, values, and methods to see the world in different perspectives. Peoples native languages are thought to be in danger when they do not speak their mother tongue in foreign countries. A mother tongue refers to a child’s first language and can be learned since birth. This mother language cannot be used often in foreign countries. As a result, significant numbers of languages are ceasing to pass from one generation to another. Cultural diversity and languages are essential assets of any nation, representing their identity across the world. The mother tongue is the language of the heart, of the emotions, of the warmth of the home, of the first important relationships. A "first" language that does not hinder subsequent learning but, on the contrary, opens to new languages. Thus, it is very important to conserve languages especially in foreign countries. This paper will explore how non-native languages in foreign countries are being threatened, why this is problematic, and why it’s crucially important to preserve such languages.

This article points out the outstanding similarities and differences between English and Kihaavu languages. First, it looks at those areas of similarities and differences so as to predict errors a Kihaavu native speaker learning English is likely to encounter. Second, it suggests some techniques in learning as a remedy to difficulties.

Our first thoughts come to us only in mother tongue whether we learn second language through syntax or we acquire it by living in that environment. At embryonic stage of learning, we think twice, first in the mother tongue and then in the other tongue. Gradually we do not take much time in thinking. As we start thinking in second language, thoughts come inadvertently. In fact in this process of imbibing the second language we internalize syntax, phonology, morpheme of second language with the help of our knowledge of the mother tongue. The focus of the paper will be on phonological aspect of mother tongue and second language, by drawing similarities between the two. The second part of the paper will focus on syntactical aspect in language learning. At places structures of the mother tongue and the second language are parallel. There is difference in structure but it can be solved out very easily if we focus on sentence pattern seriously but more on practice of sentences. The third part of the paper will focus on morphological aspects of the mother tongue which aid in the learning of the second language because there is similarity in the use of affixes in of Hindi

The Khasis had no written literature of their own in the past but they had many wise sayings, proverbs, incantations, fables and folk songs which were in oral form. These forms are transmitted from father to son so as to have great vision and thought; it is also kept in the memory of the listener. Khasi had been pre-literate till attempts were made by William Carey, a British missionary, a Particular Baptist minister, a translator and an activist who also opened the first University in India offering degrees, between 1813 and 1838 to write the language with the Assamese script. A large number of Khasi books were written in the Assamese script, including the famous book Ka Niyiom Jong Ka Khasi or The Rule of the Khasis, which is an important manuscript of the Khasi religion. Later, in 1841, the Welsh missionary, Thomas Jones, in 1841 wrote the language in the Latin script. As a result, the Latin alphabet of the language has a few similarities with the Welsh alphabet. The first journal in Khasi was U Nongkit Khubor (The Messenger) published at Mawphlang in 1889 by William Williams. Thus, for the majority of time, oral transmission has been a way of life for Khasi people. It transcends mere communication to a higher purpose of putting forth one's feelings, such as what one feels when the wind rushes through the leaves on a cold, Autumn night; the feeling one experiences when walking a path through the hills and catches a glimpse

Universal Grammar Model: Principles, conditions and properties of all human languages. Second Language Learners will base their language learning through the elements common to all languages. Different languages have various set of rules. Second language learners will base their second language acquisition on universal Grammar

Despite a marked difference in terms of their level of proficiency in English, Rodi and Liam managed to develop the same level of proficiency (high level of proficiency) in using Indonesian language. From their reports, summarised in Table 1 above, it is quite obvious to see that social contexts where the language is learned constitutes a very important factor that helped both learners develop their proficiency. That is to say, the abundance of input available in the social settings helped them conceptualise the target language systems more easily and thus enable them to cope with producing output more effectively thereafter. Of course, the abundance of input available in the social setting is useless unless the learners make use of it, and such quality is what differentiates good from poor language learners (Rubin, 1975).

　　Many studies have been conducted to examine the language behavior of a specific ethnic group. Gibbons (1987) and Pennington et al. (1992) carried out empirical studies on investigating code-switching and code-mixing of HongKongers in different communicative contexts in Hong Kong and their attitudes towards language alternation. Pannu (1994) focused her research on Indian ethnic group in Hong Kong, which explored their language repertoire and perception of their language use. As Pennington et al. (1992, p.3) described, the ultimate goal of those investigations is “to model language choice” of different groups in Hong Kong by presenting their language use.