By Carol Genetti
A Grammar of Dolakha Newar is the 1st absolutely finished reference grammar of a Newar type. Dolakha Newar is of specific curiosity because it is member of the collectively unintelligible jap department of the relations, so makes it possible for a major comparative point of view in this major Tibeto-Burman language. as well as a bankruptcy on phonetics and phonology, the booklet incorporates a separate bankruptcy on prosody. There also are certain chapters on every one observe type, with complete dialogue of the morphological and syntactic homes of every type. The ebook presents an intensive research of syntax, together with whole chapters on structures, clause constitution, constituent order, grammatical relatives, nominalization, complementation, the participial development, and the complicated sentence, in addition to a close bankruptcy on demanding and point. Brimming with examples from average discourse, the e-book rigorous description of the language's constructions with complete dialogue of ways the constructions are utilized in attached speech. every one research is gifted with complete argumentation and competing analyses are contrasted and mentioned. the result's a wealthy, readable, and wonderfully argued portrait of a language and the way it really works.
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Extra info for A Grammar of Dolakha Newar
Like other dynamic systems, language develops non-linearly and is affected not only by input, but also by interactions between its componential subsystems, such as specific languages known. Within these languages, another level of subsystems such as grammar, vocabulary and phonology can be considered as nested, interacting subsystems. The dynamic nature of language development is further emphasized by the initial state and varied resources. Some of the resources, such as working memory capacity and language learning aptitude, are inherently limited for a particular learner, while other resources, such as motivation, are more easily affected by the sociolinguistic setting in which the language is learned.
Clearly, FonFs activities, which are not communicative and not authentic, are, nevertheless, effective for vocabulary learning. Particularly so are activities that require retrieving the word itself and using it, that is, productive activities. Rosszell’s (2003) learners remembered over 50% of the target words on a delayed test of active knowledge, Kitajima’s (2001) – over 80%. Moreover, there is some evidence from Horst et al. (2005) that learners show interest in productive activities. When given a choice of various computer exercises, they took the trouble to generate novel cloze passages where they had to replace the target words in gaps in texts of their own choosing.
Particularly so are activities that require retrieving the word itself and using it, that is, productive activities. Rosszell’s (2003) learners remembered over 50% of the target words on a delayed test of active knowledge, Kitajima’s (2001) – over 80%. Moreover, there is some evidence from Horst et al. (2005) that learners show interest in productive activities. When given a choice of various computer exercises, they took the trouble to generate novel cloze passages where they had to replace the target words in gaps in texts of their own choosing.
A Grammar of Dolakha Newar by Carol Genetti