FSI - Hindi Course- Active Introduction
We made using the FSI - Hindi Course- Active Introduction material easier to use and more effective. You can now read the ebook (in the pane on the left), listen to the audio (pane to the right) and practice your pronunciation (use on the Pronunciation Tool tab on right) all at the same time.
The FSI - Hindi Course- Active Introduction material can be used both as a self-guided course or with the assistance of a qualified Hindi tutor.NOTE: Some of these ebooks are quite large and may take a minute to fully load.
NOTE: To read the file, listen to the audios and use the pronunciation tab on your computer or device you need to have a PDF reader and a modern browser.
If you have the missing audios for this course please contact firstname.lastname@example.org so we can make them available to everybody.
People learn the Hindi language by using the FSI Hindi Basic Course --by using it for its re purposes: communicating, obtaining food, transportation, information, and other necessities.
This Approach is intended to make it possible for student! to begin using Hindi, from the first hour of class, to obtain information and exchange opinions about topics which are important to them. The first subject of conversation introduced in the text is geography. The names and locations of the countries, state: and cities of South Asia are important to every student, whether he is hoping to go there in the near future or is studying the area with some other interest. The first hour therefore begin! by putting up a large outline map and making sure that everyone has the basic facts.
The Approach is intended to be flexible, so that the subject matter can be adjusted to the interests of the class. A group going to Delhi, for example, will want to spend some of its tic with the city map. Students slated for a definite post in the area will want to find out all they can about the locale; the: will question the instructors about conditions in South Asia, particularly in their home districts.
On the other hand, the instructors will want to know more about the U.S. They can direct the same kinds of questions to the students. The U.S. map can also be discussed with profit; an American in South Asia will be asked constantly about his country and his home town. A review of the names, locations, capitals, sizes, and major cities of the several states might be in order. The second main topic for conversation is autobiographical. One's family and background are always topics of interest. Here again each student will adjust the subject matter to fit himself, to say things that are true (or at least credible) and interesting. Other topics are introduced by the text, and before long the students themselves are choosing subjects for conversation to fit their own needs.
This Approach is mainly concerned with introducing the main grammatical features of Hindi; we regard this as the core of the language learning problem. Obviously, grammar isn't enough; this text is only one of several necessary teaching techniques. Acquiring a good pronunciation is important, but obviously this cannot be learned from a book; the student must hear the sounds. In the same way, he must train his ear to understand spoken Hindi.
Grammatical accuracy is indispensable for anyone who aspires to speak the language well. Two methods of achieving this are widely used. The system of 'pattern practice' emphasizes drill on a set of sentences which are grammatically alike, differing only in one feature, usually a set of vocabulary substitutions. The other attack on grammatical accuracy is the 'dialog' approach based on mastering individual sentences. The latter approach is used here; for each grammatical point, the student must master and use a number of sentences, either some of those given in the printed text or others derived from them, with different vocabulary, which are certified by the teacher as correct and appropriate. He must then require himself to use these in appropriate situations constantly.
This emphasis on learning.individual sentences in no way implies a lack of respect for the 'grammar drill' type of teaching; what kinds of drills, and how they are to be used, is left to the judgement of the instructor. The simplest kind of manipulations may be enough. These are vocabulary substitutions: noun and adjective substitutions in the earlier units, pronoun substitutions later, and verb substitutions in the last half of the book; in all cases, with the necessary adjustments of endings for proper grammatical agreement. This much is essential. Many teachers will want to add more complex exercises. The experienced teacher will adapt his methods to the needs of the class.
Hindi, or more precisely Modern Standard Hindi, is a standardised and Sanskritised register of the Hindustani language. Hindustani is the native language of most people living in Delhi, Uttar Pradesh, Uttarakhand, Chhattisgarh, Himachal Pradesh, Chandigarh, Bihar, Jharkhand, Madhya Pradesh, Haryana, and Rajasthan. Modern Standard Hindi is one of the official languages of India.
Hindi is spoken in: India
Hindi is also called: Khadi Boli, Khari Boli