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Books > Language and Literature > हिन्दी साहित्य > हिंदी-अंग्रेजी शब्दकोष: Learner's Hindi-English Thematic Visual Dictionary
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हिंदी-अंग्रेजी शब्दकोष: Learner's Hindi-English Thematic Visual Dictionary
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हिंदी-अंग्रेजी शब्दकोष: Learner's Hindi-English Thematic Visual Dictionary
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Description
About the Book

Hindi is considered as key to understanding India – her people and culture.

‘Learner’s Hindi-English Thematic Visual Dictionary’ is a language-learning tool designed for accelerated language learning. It is aimed at the unique needs of those learners of Hindi at the elementary and intermediate level who know English. The thematic classification and visual illustrations used extensively in this dictionary make language learning easier and more effective. This dictionary is also an active vocabulary builder, which will help students converse in Hindi. This dictionary will help learners in understanding the lexical strength of Hindi and her semantic fineness.

About the Author

Vimlesh Kanti Verma is a researcher, scholar and teacher of Hindi and Indology for over four decades. He is a senior linguist and has been teaching Hindi Language, Literature and Applied Linguistics to graduate and post-graduate students in India and abroad. His fields of interest are Textual Criticism, Lexicography, Translation Studies and Teaching of Hindi as a foreign language.

Dr. Verma has initiated Hindi Teaching programs at the University of Toronto, University of Sofia and the University of South Pacific. He has conceptualized, designed and implemented several Hindi Language Courses for foreigners. language teaching aids developed by his are used extensively in India and abroad.

Dr. Vimlesh Kanti has done his M.A. and D. Phil. in Hindi from the University of Allahabad and M. Litt. in Linguistics from University of Delhi. He is also a Fellow of the Royal Asiatic Society of Great Britain and Ireland (London).

Sunanda V Asthana is a Strategic Communications Specialist and operates globally from Singapore. She leads the Strategic Communications portfolio at ProCube Consultancy- a Strategy Consulting practice (www.procube.org). She has worked as broadcast journalist with leading news channels of India. Sunanda is M.A. in English from Delhi University and holds a P.G. Diploma in Broadcast journalism from the Indian Institute of Mass Communication, New Delhi.

Preface

I was on my first assignment of teaching Hindi as a foreign language at the University of Toronto, Canada in 1973. It was a class of enthusiastic students. They came from all age groups and backgrounds. Curiosity about India brought them to the course.

Artists, scientists and teachers essentially made up my Hindi class at the University of Sofia, Bulgaria. India intrigued them. They said they wanted to understand India-Indian culture, approach, and life. While learning Hindi already gave them a glimpse into India, it essentially empowered them to go out and seek India.

Learning a language is learning a culture. They are inseparable.

I have been teaching Hindi as a foreign language at universities around the world for more than forty wears. Each assignment and each student has enriched my understanding of the complex functioning of the language learner, especially those learning a language foreign to them. I felt that the best way to reciprocate to my students is to prepare modern and ever evolving language-learning tools, be they dictionaries, learning kits or phonetics audio kits etc. Some of my students are now reputed teachers of Hindi and Indology and are taking this legacy forward. It gives me satisfaction to see how my body of published work is serving them as a reference point for developing new teaching aids.

The Learner's Hindi-English Thematic Visual Dictionary, which you hold in your hands, is a text that I have felt the need for throughout these years. It has also taken the longest to prepare, as simplifying things is the most complex of tasks.

Language learning is the process of reaching the target language through native language. It is a complex process that requires scientific and pedagogical competence. Language learning tools like bilingual dictionaries provide support in this process. For example, when a Hindi learner whose native language is English, learns the Hindi word "bolna" (to speak), a verb, she/he thinks of the whole range of words in the native language- tell, narrate, explain, request, order, stammer, whisper etc. For the Hindi equivalent of each, she/he needs to look up each word separately in the dictionary a tedious process. A learner should have access to a resource that provides the range of words. I realized that available traditional alphabetical Hindi- English dictionaries, including mine, were limited in this capacity. Thesaurus has a listing of words, but linguistic descriptions required in a pedagogical dictionary are not available. I also felt the need of a text with concise listing and detailing of cultural themes and concepts for effective conversational Hindi. My efforts at finding a text that addressed all these needs for a Hindi learner proved futile. A text was needed to fill the gaps between available learning tools.

**Contents and Sample Pages**
















हिंदी-अंग्रेजी शब्दकोष: Learner's Hindi-English Thematic Visual Dictionary

Item Code:
MZC619
Cover:
HARDCOVER
Edition:
2013
ISBN:
9788173097829
Language:
English and Hindi
Size:
10.00 X 7.50 inch
Pages:
298 (Throughout Colored Illustrations)
Other Details:
Weight of the Book: 1.05 Kg
Price:
$39.00   Shipping Free
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About the Book

Hindi is considered as key to understanding India – her people and culture.

‘Learner’s Hindi-English Thematic Visual Dictionary’ is a language-learning tool designed for accelerated language learning. It is aimed at the unique needs of those learners of Hindi at the elementary and intermediate level who know English. The thematic classification and visual illustrations used extensively in this dictionary make language learning easier and more effective. This dictionary is also an active vocabulary builder, which will help students converse in Hindi. This dictionary will help learners in understanding the lexical strength of Hindi and her semantic fineness.

About the Author

Vimlesh Kanti Verma is a researcher, scholar and teacher of Hindi and Indology for over four decades. He is a senior linguist and has been teaching Hindi Language, Literature and Applied Linguistics to graduate and post-graduate students in India and abroad. His fields of interest are Textual Criticism, Lexicography, Translation Studies and Teaching of Hindi as a foreign language.

Dr. Verma has initiated Hindi Teaching programs at the University of Toronto, University of Sofia and the University of South Pacific. He has conceptualized, designed and implemented several Hindi Language Courses for foreigners. language teaching aids developed by his are used extensively in India and abroad.

Dr. Vimlesh Kanti has done his M.A. and D. Phil. in Hindi from the University of Allahabad and M. Litt. in Linguistics from University of Delhi. He is also a Fellow of the Royal Asiatic Society of Great Britain and Ireland (London).

Sunanda V Asthana is a Strategic Communications Specialist and operates globally from Singapore. She leads the Strategic Communications portfolio at ProCube Consultancy- a Strategy Consulting practice (www.procube.org). She has worked as broadcast journalist with leading news channels of India. Sunanda is M.A. in English from Delhi University and holds a P.G. Diploma in Broadcast journalism from the Indian Institute of Mass Communication, New Delhi.

Preface

I was on my first assignment of teaching Hindi as a foreign language at the University of Toronto, Canada in 1973. It was a class of enthusiastic students. They came from all age groups and backgrounds. Curiosity about India brought them to the course.

Artists, scientists and teachers essentially made up my Hindi class at the University of Sofia, Bulgaria. India intrigued them. They said they wanted to understand India-Indian culture, approach, and life. While learning Hindi already gave them a glimpse into India, it essentially empowered them to go out and seek India.

Learning a language is learning a culture. They are inseparable.

I have been teaching Hindi as a foreign language at universities around the world for more than forty wears. Each assignment and each student has enriched my understanding of the complex functioning of the language learner, especially those learning a language foreign to them. I felt that the best way to reciprocate to my students is to prepare modern and ever evolving language-learning tools, be they dictionaries, learning kits or phonetics audio kits etc. Some of my students are now reputed teachers of Hindi and Indology and are taking this legacy forward. It gives me satisfaction to see how my body of published work is serving them as a reference point for developing new teaching aids.

The Learner's Hindi-English Thematic Visual Dictionary, which you hold in your hands, is a text that I have felt the need for throughout these years. It has also taken the longest to prepare, as simplifying things is the most complex of tasks.

Language learning is the process of reaching the target language through native language. It is a complex process that requires scientific and pedagogical competence. Language learning tools like bilingual dictionaries provide support in this process. For example, when a Hindi learner whose native language is English, learns the Hindi word "bolna" (to speak), a verb, she/he thinks of the whole range of words in the native language- tell, narrate, explain, request, order, stammer, whisper etc. For the Hindi equivalent of each, she/he needs to look up each word separately in the dictionary a tedious process. A learner should have access to a resource that provides the range of words. I realized that available traditional alphabetical Hindi- English dictionaries, including mine, were limited in this capacity. Thesaurus has a listing of words, but linguistic descriptions required in a pedagogical dictionary are not available. I also felt the need of a text with concise listing and detailing of cultural themes and concepts for effective conversational Hindi. My efforts at finding a text that addressed all these needs for a Hindi learner proved futile. A text was needed to fill the gaps between available learning tools.

**Contents and Sample Pages**
















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