Integration of Adjectives to Learn Grammatical Gender for Object Categorization in Urdu for Balti Speakers

Abdul Basit

Abstract


This quantitative research is an attempt to explore the possibilities to decrease the level of difficulty for Balti language speakers in object categorization while they learn Urdu language as their L2. Purpose of this research is to know that how chunking technique can help the Balti speakers remember the grammatical gender of different inanimate objects while keeping in mind their adjective-noun pairs. This is an experimental study and population for this research is comprised of all Balti language speakers living in Lahore. Simple random sampling technique is used to select the sample and teaching sessions are conducted by the researcher to teach experimental and controlled groups. Findings of this study show that chunking technique is beneficial to be used for L2 learners of Urdu language especially if their L1 doesn’t have the concept of grammatical gender. In conclusion, it is recommended through this research to apply the same technique of linking adjectives with nouns in pedagogical approach for the Balti speakers who intend learn Urdu as their L2 with the help of their curriculum.


Keywords


Object categorization, grammatical gender, chunking technique, Balti, Urdu

Full Text:

PDF

References


Arnon, I., & Ramscar, M. (2012). Granularity and the acquisition of grammatical gender: How order-of-acquisition affects what gets learned. Cognition. 122. 292-305. 10.1016/j.cognition.2011.10.009.

Alkohlani, F. A. (2016). The problematic issue of grammatical gender in Arabic as a foreign language, Journal of Language and Cultural Education, 4(1).

Bohme, K. (1982/1983). Children's Understanding and Awareness of Possessive Pronouns. University of Nijmegen.

Boutonnet, B., Athanasopoulos, P., & Thierry, G. (2012). Unconscious effects of grammatical gender during object categorisation. Brain Research.

Bassetti, B. (2014). Is grammatical gender considered arbitrary or semantically motivated? Evidence from young adult monolinguals, second language learners, and early bilinguals. British Journal of Psychology.

Bassetti, B., & Nicoladis, E. (2015). Research on grammatical gender and thought in early and emergent bilinguals. International Journal of Bilingualism, Thousand Oaks, CA.

Corder, S. P. (1973). Introducing Applied Linguistics. Harmondsworth: Penguin Books.

Cubelli, R. Paolieri, D. & Lotto, L. (2011). The effect of grammatical gender on object categorization. Journal of Experimental Psychology, American Psychological Association, Washington, D.C.

De Vogelaer, G. (2010). (Not) acquiring grammatical gender in two varieties of Dutch. Advances in Cognitive Sociolinguistics.

Diessel, H. & Hilpert, M. (2016). Frequency effects in grammar. In Mark Aronoff (ed.), Oxford Research Encyclopedia of Linguistics. New York: Oxford University Press.

Foucart, A. & Frenck-Mestre, C. (2011). Grammatical Gender Processing in L2: Electrophysiological Evidence of the Effect of L1–L2 Syntactic Similarity. Bilingualism: Language and Cognition.

Grüter, T., Lew-Williams, C., & Fernald, A. (2012). Grammatical gender in L2: A production or a real-time processing problem? Second Language Research.

Hartmann, R.R.K., and Stork F.C. (1972). Dictionary of language and linguistics. London: Applied Science.

Hopp, H. (2013). Grammatical gender in adult L2 acquisition: Relation between lexical and syntactic variability. Second Language Research.

Montanari, E. (2014). Grammatical gender in the discourse of multilingual children's acquisition of German. Linguistics Online. 64. 57–68.

Martin, E. (2017). A Sociolinguistic Comparison of the French and Anglo-Saxon Cultures: From codeswitched substantives to borrowings – the issue of grammatical gender. Ecole Doctorale N° 484: Lettres, Langues, Linguistique & Arts. l’Université Jean Moulin Lyon 3. Lyon, France.

Neumann, W. (1967). Notizen zur Genusbestimmung der deutschen Substantive und zur Definition des Wortes. Deutsch als Fremdsprache, 1(6), 16-22.

Nichols, E. S. (2017). The role of individual differences in bilingual language processing. Electronic Thesis and Dissertation Repository.

Rogers, M. (1984). On major types of written error in advanced students of German. International Review of Applied Linguistics 22(1), 1-39.

Ranjan, R. (2013). Teaching strategies of grammatical gender in L2 Hindi/Urdu. Arizona Working Papers in SLA & Teaching.

Voeikova, M.& Savickiene, I. (2001). The acquisition of the first case oppositions by a Lithuanian and a Russian child. Wiener Linguistische Gazette, 67-69.

Vigliocco, G. (2004). Grammatical Gender and Meaning. London. 26th Annual Conference of Linguists.




DOI: https://doi.org/10.12928/notion.v2i1.1481

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Publisher

License URL: http://creativecommons.org/licenses/by/4.0/

View My Stats

NOTION: Journal of Linguistics, Literature, and Culture

English Literature Department, Universitas Ahmad Dahlan

Kampus 4 Universitas Ahmad Dahlan
Jalan A. Yani (Ring Road Selatan), Tamanan, Banguntapan, Bantul, Daerah   Istimewa Yogyakarta, Indonesia
Telp. (0274) 563515; Email: notion@uad.ac.id


 e-ISSN: 2655-5905


This work is licensed under a Creative Commons Attribution 4.0 International License.