With the Intensive Course in Kannada, the set of four books for the programme of Cognate Language Teaching is complete. The theory of cognate language teaching believes that the teaching of a language to the speakers of a cognate language is faster and efficient. However, the theory should establish itself by constant experimentations. It is worthwhile watching for the results of research of the Cognate Language Project undertaken by the Department of Linguistics of Kerala University.
was The present book Intensive Course in Kannada worked out in the Department of Linguistics of Kerala University, in 1969. This course was first administered on a batch of ten sales officers of the Fertilizers And Chemicals Travancore Ltd. (FACT), in 1970. All the trainees were the speakers of Malayalam and could acquire the competence in understanding, reading, writing and speaking Kannada at the end of the course. It was felt that speed at which new lessons with new grammatical notes were introduced was fast. But the motivated learners could cope with it. In the fast moving world, we want a technique by which a language can be learnt and taught efficiently in as much less time as possible. The Cognate Language Teaching Method aspires to stand up to the expectation.
Since 1970, this course has been administered on a number of batches, and the teaching material has undergone a number of revisions. The present version also invites comments for making the course more efficient.
Any human being who speaks a language should have been a learner as well as a teacher, consciously or unconsciously. If the language is his mother tongue, he learns it in his early childhood from his parents, siblings and the members of his society, and teaches it in his adulthood to his fellow beings of his village. If he knows another language its learning will have been more systematic than that of his mother tongue. His experience in learning languages grows in proportion to the number of languages spoken by him. Learning a language, thus, is an experience shared by all members of the society. This has enabled every one to evaluate and criticize any hypothesis formulated for learning. This again is the reason why any of the existing hypotheses do not completely satisfy any learner.
Complexity In Learning Languages
The factors involved in learning a language are many. The language proneness of the individual, his motives in learning, the teacher and his method, the lessons, the opportunities one gets in life by learning a language etc., are a few. Because of the involvement of complex in some cases contradictory - factors, 'no one educational method is a cure all'.
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