The Central Institute of Indian Languages was set up on
the 17th July, 1969 with a view to assisting and co-ordinating
the development of Indian languages. The Institute was charged
with the responsibility of serving as a nucleus to bring together
all the research and literary out-put from the various linguistic
streams to a common head and narrowing the gap between basic
research and developmental research in the fields of languages
and linguistics in India.
The Institute and its four 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 constitute another broad range of its interest. The
publications will include materials produced by the members of
the staff of the Central Institute of Indian 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 the
Grammar series in non-literate languages in general and tribal
languages in particular presenting a description of every such
language in the sub-continent. This is undertaken with a view
to producing instructional materials necessary for learning and
teaching the language concerned. It is also expected to be of interest to research workers and scholars engaged in the field of
synchronic and diachronic study of languages.
If these materials help solving problems, both individual and
corporate, and help in understanding the people speaking the
language, then our efforts will have been amply rewarded.
The tribal people in India have for long lived in isolation
except to be exposed for exploitation. They have not participated
to their-benefit in the socio economic development of the country.
To come out of their isolation, it is necessary for them to learn
the language of the majority people around them and a number
of them have done so. But this bridges the communication gap
only in one way and the whole burden of building up this bridge
is carried by the minority group. It is necessary, however, for
developing mutual understanding and good-will, to increase _
bidirectional communication between. the tribal people and the
majority people of the region. For this purpose, the majority
people, especially those who come into contact with the tribal
people for various reasons such as civil administration, security,
social service, trade, etc., should learn their language. The
Grammar, which forms part of the package consisting of
phonetic reader, bi- or tri-lingual ‘dictionary and teaching
manual is prepared to help them in their learning of the tribal
The organisation of the Grammar is based on grammatical
functions rather than on grammatical forms. This will help
the new learner to find easily how the different functions, which
he already knows and wants to express, are formalised in this
language. Since this Grammar is primarily meant for pedagogical
purposes, theoretical discussions and justifications for a particular
analysis are kept to a minimum. The Grammar is divided
generally into two broad categories of noun morphology and
verb morphology. A description of adjective follows noun
morphology and a description of adverbs follows verb morphology. The chapter on syntax describes the order of the
constituents at the surface level. There is also a chapter on word
formation, which describes the ways in which words are formed
and new concepts are expressed.
Though the Grammar is primarily aimed at the language
learner and the teacher, it is hoped that it will also be useful to
Linguists interested in typology and universals.
Data for the Grammar were collected in the field primarily
from one informant by elicitation through word and sentence
lists. They were then cross-checked with some other informants.
The description may not be exhaustive and there might be gaps.
There might be possibilities for alternative analyses. Comments
and suggestions passed on to us will be useful to improve our
future publications in this series.
**Contents and Sample Pages**
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