Introductory Hindi Course (With CD)

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This Hindi Course has been prepared to provide beginners with a textbook for learning Hindi intensively in three months Dialogues vocabulary introduction passages wordlists oral exercise reading passages and writing exercises all contribute by gaining mastery of spoken Hindi Supported by reading and writing skills. As an introductory course in Hindi this course teaches the Hindi spoken in times and markets town and villages of north India. The simplest vocabulary and structure of speech have been chosen. The Devanagri alphabet is introduced at he beginning and transliteration of letters is discontinues as soon as a letter is learnt.

This book has been produced by the Landour Language School. Established about 1910 this Schools has trained over 12,000 students mostly form foreign countries to speak Hindi and other languages to high level of mastery.

For this edition of our introductory Hindi textbook we have included a companion audio CD. This compact disc is designed to reinforce the material presented in the textbook and thus the student will find it follows a familiar method of instruction.

The initial lessons begin with phonetic drills where the student has a chance to hear and repeat the basic sounds of the Hindi alphabet. Listening and pronunciation skills are then further developed with homophonic and listening comprehension sections. Once these have been mastered the lessons move on to audio clops of relevant vocabulary. Each set of vocabulary corresponds or those introduced in the textbook lessons and are iiintended to aid the student’s pronunciation of newly acquired words. Finally recordings of full length reading are introduced each three to four paragraph monologue is recorded at regular conversation speed allowing the student to hear Hindi as it is spoken outside of the classroom.

’ This introductory Hindi Course was in its final stages of preparation the year that marked the centenary of the publication of the first edition of Grammar of the Hindi Language by Dr. S. H. Kellogg (1875). A great deal of the work done by the staff and administration of the Landour language school was dine in Kellogg Memorial Church, Landour Mussorrie where the school has been located each summer since 1905. In these years over 8000 students gave achieved a working knowledge of North Indian Languages using the facilities of this school and the learning materials prepared by its staff and administration. The introductory Hindi Course now presented is the third course prepared and in use published since 1943. Many supplementary aids to learning Hindi were prepared and in use before 1943 and all the experience of staff were available and used in preparing the first course. The first complete course was prepared and published from 1943 to 1947. Parallel courses in Urdu and Punjabi were also printed. The second course was printed in 1951. The influence of Urdu in North India was still great so it was deemed advisable to prepare a Hindustani course parallel to new Hindi Course. Both these courses used the Deva-Nagri Script. Both these courses were bound in dark green cloth and were affectionately referred to as the Hari Kitab. This third course serves as a general introduction to Hindi especially spoken as it has developed in popular use throughout North India. It represents the accumulated experience of staff and students through the years.

There were four reasons why a new course was prepared :

1. The Stock of previous texts was exhausted and just reprinting did not seem advisable.

2. New methods pf teaching had been developed resulting in the production of supplementary teaching materials which and the disadvantage of being prepared within vocabulary and grammatical limits previously established.

3. Our experience and the experience of others convinced us that an introductory course could be developed that would make it possible for the average student to master the basics of Hindi in three or four months of intensive study rather than ten months required previously.

4. Languages developments in India had made it cleat that the previous distinction between Hindi and Hindustani was no longer necessary

In preparing this introductory Hindi Course we have been guided by the principle given bellow.

1. Each pattern of speech must be valid in that it represents one way an Indian might have said it under circumstances. We are not so naïve as the claim that each pattern represents the only way an Indian would say it nor even that it is the most probable way an Indian might say it. Possibilities of valid expression vary too much form person to person and form area to area to permit such a claim. All the Hindi materials were prepared by Indians in their mother tongue. Patterns of speech particularly were scrutinized by many staff members and a great deal of the material presented in this course us a used in actual teaching before know appearing in printed form.

2. To keep within a basic vocabulary of 1000 useful words (actual total including casually intordcued is about 1400).

3. To build lessons around everyday life situations which would introduce word clusters permitting natural though limited conversation.

4. To start each lesson with a dialogue which would introduce and give examples of interrelated grammatical forms and provide patterns of speech which could be expanded in conversation and supplementary drills. Through careful mimicry these dialogues provide excellent pronunciation habit building drills.

5. To establish an understanding of grammatical through inductive processes.

6. To introduce lexical items in a narrative or conversational context.

7. To provide sample oral drills to establish the grammatical forms and idioms introduced. The purpose of each drill is made clear. These drills are such that they can be placed on Language Teaching Machines for Language Lab drill purpose.

8. To introduce and establish the reading and writing skills of the Deva-Nagri script with reading material and writing exercise correlated at each stage with material being learned orally. Reading and writing are conceived of primarily at this stage as reinforcing the oral learning process.

9. To Each Hindi in such an order that students build habits of speech. One upon another in accord with a rational plan.

It was a pleasure to have had a part in staring this effort and a joy to work with many friends- teachers, students, administrators Board members in the early stages of the preparation of this course. I congratulate Rev. Roy D. smith and his colleagues on completing this course and having so significant a share a share in the long tradition of teaching Hindi to Non Hindi speakers.

This Hindi Course has been prepared to provide beginners with a textbook for learning Hindi intensively in three months Dialogues vocabulary introduction passages wordlists oral exercise reading passages and writing exercises all contribute by gaining mastery of spoken Hindi Supported by reading and writing skills. As an introductory course in Hindi this course teaches the Hindi spoken in times and markets town and villages of north India. The simplest vocabulary and structure of speech have been chosen. The Devanagri alphabet is introduced at he beginning and transliteration of letters is discontinues as soon as a letter is learnt.

This book has been produced by the Landour Language School. Established about 1910 this Schools has trained over 12,000 students mostly form foreign countries to speak Hindi and other languages to high level of mastery.

For this edition of our introductory Hindi textbook we have included a companion audio CD. This compact disc is designed to reinforce the material presented in the textbook and thus the student will find it follows a familiar method of instruction.

The initial lessons begin with phonetic drills where the student has a chance to hear and repeat the basic sounds of the Hindi alphabet. Listening and pronunciation skills are then further developed with homophonic and listening comprehension sections. Once these have been mastered the lessons move on to audio clops of relevant vocabulary. Each set of vocabulary corresponds or those introduced in the textbook lessons and are iiintended to aid the student’s pronunciation of newly acquired words. Finally recordings of full length reading are introduced each three to four paragraph monologue is recorded at regular conversation speed allowing the student to hear Hindi as it is spoken outside of the classroom.

’ This introductory Hindi Course was in its final stages of preparation the year that marked the centenary of the publication of the first edition of Grammar of the Hindi Language by Dr. S. H. Kellogg (1875). A great deal of the work done by the staff and administration of the Landour language school was dine in Kellogg Memorial Church, Landour Mussorrie where the school has been located each summer since 1905. In these years over 8000 students gave achieved a working knowledge of North Indian Languages using the facilities of this school and the learning materials prepared by its staff and administration. The introductory Hindi Course now presented is the third course prepared and in use published since 1943. Many supplementary aids to learning Hindi were prepared and in use before 1943 and all the experience of staff were available and used in preparing the first course. The first complete course was prepared and published from 1943 to 1947. Parallel courses in Urdu and Punjabi were also printed. The second course was printed in 1951. The influence of Urdu in North India was still great so it was deemed advisable to prepare a Hindustani course parallel to new Hindi Course. Both these courses used the Deva-Nagri Script. Both these courses were bound in dark green cloth and were affectionately referred to as the Hari Kitab. This third course serves as a general introduction to Hindi especially spoken as it has developed in popular use throughout North India. It represents the accumulated experience of staff and students through the years.

There were four reasons why a new course was prepared :

1. The Stock of previous texts was exhausted and just reprinting did not seem advisable.

2. New methods pf teaching had been developed resulting in the production of supplementary teaching materials which and the disadvantage of being prepared within vocabulary and grammatical limits previously established.

3. Our experience and the experience of others convinced us that an introductory course could be developed that would make it possible for the average student to master the basics of Hindi in three or four months of intensive study rather than ten months required previously.

4. Languages developments in India had made it cleat that the previous distinction between Hindi and Hindustani was no longer necessary

In preparing this introductory Hindi Course we have been guided by the principle given bellow.

1. Each pattern of speech must be valid in that it represents one way an Indian might have said it under circumstances. We are not so naïve as the claim that each pattern represents the only way an Indian would say it nor even that it is the most probable way an Indian might say it. Possibilities of valid expression vary too much form person to person and form area to area to permit such a claim. All the Hindi materials were prepared by Indians in their mother tongue. Patterns of speech particularly were scrutinized by many staff members and a great deal of the material presented in this course us a used in actual teaching before know appearing in printed form.

2. To keep within a basic vocabulary of 1000 useful words (actual total including casually intordcued is about 1400).

3. To build lessons around everyday life situations which would introduce word clusters permitting natural though limited conversation.

4. To start each lesson with a dialogue which would introduce and give examples of interrelated grammatical forms and provide patterns of speech which could be expanded in conversation and supplementary drills. Through careful mimicry these dialogues provide excellent pronunciation habit building drills.

5. To establish an understanding of grammatical through inductive processes.

6. To introduce lexical items in a narrative or conversational context.

7. To provide sample oral drills to establish the grammatical forms and idioms introduced. The purpose of each drill is made clear. These drills are such that they can be placed on Language Teaching Machines for Language Lab drill purpose.

8. To introduce and establish the reading and writing skills of the Deva-Nagri script with reading material and writing exercise correlated at each stage with material being learned orally. Reading and writing are conceived of primarily at this stage as reinforcing the oral learning process.

9. To Each Hindi in such an order that students build habits of speech. One upon another in accord with a rational plan.

It was a pleasure to have had a part in staring this effort and a joy to work with many friends- teachers, students, administrators Board members in the early stages of the preparation of this course. I congratulate Rev. Roy D. smith and his colleagues on completing this course and having so significant a share a share in the long tradition of teaching Hindi to Non Hindi speakers.

**Contents and Sample Pages**