മലയാള സാഹിത്യ ദർപ്പണം (Advanced Course Reader in Malayalam)

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(Advanced Course Reader in Malayalam) V. Saratchandran Nair

I

I

Cc1:rn:r:: ~ ~nstitute of Indian Languages. MysorA-570 000.

(Advanced Course Reader in .Malayalam)

CENTRAL INSTITUTE OF INDIAN LANG UAGES PUBLICATIONS IN MAJOR, INDIAN LANGUAGES : MALAYALAM - 10.22

Supervision : K.V.V.L. Narasimha Rao

'

(Advanced Course Reader in Malayalam)

V. Saratchandran Nair

Central Institute of Indian Languages, Mysore-570 006.

malayaaLa saahitya darppaNam (Advanced Course Reader in Malayalam)

V. Saratchandran Nair

First Published

15th November 1996

© Central Institute of Indian Languages Mysore, 1996

Price

Rs. 6(y. $

£

ISBN-81-7342-032

Published by

..

Dr. Francis Ekka, Director, Central Institute of Indian Languages, Mysore

Printed by

Mr. S.B. Biswas, Manager, CIIL Printing Press, Manasagangotri, Mysore - 570 006.

Production

K. Srinivasacharya

Cover Design

N.H. ltagi

iv

FOREWORD The Central Institute of Indian Languages from its very inception in 1969 has been working in theoretical and applied aspects of linguistics in its headquarters at Mysore and its seven Regional Language Centres located at Mysore, Bhubaneswar, Pune, Patiala, Solan, Lucknow and Guwahati. The main function of the Regional Language Centres is to impart in-service training to graduate teachers in 13 major Indian languages other than their mothertongues with the expectation that the trained teachers should be able to impart instruction in such languages learnt by them to school children under the scheme of implementation of three Language formula. The task is tremendous in that, it necessitates a very thorough and intensive training including language teaching methods, preparation of language instructional materials, techniques of evaluation and testing and the like.

In fulfillment of this responsibility the Institute has been undertaking the preparation and publication of a series of Phonetic Readers, Grammars and Dictionaries in the tribal languages and other series of second language teaching materials in 18 major Indian Languages which include script books, pictorial glossaries, common vocabularies, Intensive courses, Intermediate and Advanced course readers and school level language primers. The present book entitled "malayaaLa saahitya darppaNam" is the Advanced Course Reader in Malayalam. It aims at giving the learners an overview of the literature of Malayalam. Due to the paucity of time available at the advanced stage of learning, the writer, Dr. V. Saratchandran Nair has restricted to the major works in Malayalam literature. However he has carefully chosen pieces of prose, poetry, drama, travelogue, humorous essays etc. of the reputed writers of Malayalam literature. In addition to representing various literary styles and rich diction, these literary pieces present the cultural background of the people of Kerala. The author has also prepared various kinds of exercises both subjective and objective, which would enable the non-native learner to sharpen his language and literary skills. Elaborate cultural notes and background information regarding each lesson is also provided wherever necessary. v

It is hoped that this book will fully meet the needs of the learners of Malayalam as a second language. It may even serve as a good text book or a reference book for the secondary level teaching under CBSE courses. The editor, the supervisor and the Institute will feel rewarded if the book is well received by the learners and teachers of Malayalam.

Place : Mysore Date : November 15, 1996

vi

ACKNOWLEDGEMENT

I am extremely grateful to the following authors or copyright holders for granting permission to include the literary pieces in this book. I take this opportunity to thank all. They are as follows, Sri M. Kesavankutty Nair Sri C.L. Jose v

Smt. Sumitra J ayaprakash

(7)dMO) Q) 6TT)(U)C"LL 0

Smt. Sreedevi Changapuzha Smt. K.M. Durga Sri Takazhi Siva S ankara Pillai Smt. P. Subhadra Amma Smt. Bhanumati Amma

mocnJ~o

I am extremely thankful to Dr. E. Annamalai, former Director of CIIL, for assigning this work to me and to the present Director of CIIL, Dr. Francis Ekka, for blessing me with a foreword note. I am equally thankful to Dr. K.V.V.L.N. Rao, Principal of SRLC for supervising this work and to the former Principal of SRLC, Dr. K. Viswanatham, for permitting me to work in the Computer Unit for editing this work.

vii

I wish to record my deep sense of gratitude to the colleagues of the Department of Malayalam for the unstinted co-operation in trying out this material and also to several batches of trainees in Malayalam, who have always improvised the material by their questions and comments. I gratefully acknowledge the effort of Smt. G. Shobbana, Malayalam typist for typing the material, Ms. K.P. Bindushree and Ms. B.N. Geetha for inputting the material and doing page layout in DTP and executing the computer printout. I wish to record my deep sense of gratitude to Dr. J.C. Sharma, Deputy Director, RL.C.'s Unit, Dr. P.N. Dutta Baruah, Reader-cum-Research Officer, Officer-in-charge of Printing and Publishing and Sri. Srinivas Acharya, Research Assistant, Publication Unit, of CIIL for their active help and co-operation in bringing out this book fast. I am thankful to Sri N.H. Itagi for executing the cover design. I am particularly thankful to Sri. Biswas, Manager, CIIL, Printing Press and also other staff members of the Press for executing the printing of this book. Last but not least I thank my wife, Smt. A. Nalini, Lecturer in English, SBRR Mahajana College, Mysore for all the encouragement, she has given in my academic pursuits.

Mysore Nov.. 15, 1996

V. SARATCHANDRAN NAffi

viii

INTRODUCTION

The 'malaayaLa sahitya darppaNam' an Advanced Course Reader in Malayalam is to be used as class room teaching/learning material for the teacher trainees of the Southern Regional Language Centre, CIIL, Mysore. This text is to be used at the advanced stage of the ten month's Intensive Course in Malayalam. It could also be used by any learner of Malayalam at a later stage of his/her learning the language. Learning a language at the advanced stage in a total intensive programme involves sharpening the skills already achieved at the basic and intermediate stage and also developing the creative faculty in _the learnet. What are the priorities of learning the language at the advanced stage? It is expected that (i) the learner should be made to develop an interest in the literature of the target language, appreciate the· ·literary works of the target language and kindle in him an urge to know more about the literary trends in the target language (ii) the learner should be made .to utilise the skills already learnt ar the lower levels (iii) the focus should be to exploit the thematic content and language of the material available and extend it further. For instance teaching poet-ry could be utilised for various purposes: (i) it could .increase the learner's vocabulary, both current and archaic (ii) create sensitivity to rhyme and rhythm, which would help comprehension (iii) since poetry uses repetition and alliteration, it could be remembered very easily.

I.

Selection of the passage

This reader consists of literary pieces from Malayalam literature, which are suitably selected for the heterogenous group of learners of Malayalam, whose mother tongue could be Hindi, Oriya, Kannada, Assamcsc, Tamil etc. The age-appropriatness of the learners and their interest were also kept in mind while selecting the passages. It includes short-stories, poems, dramas, travelogues, essays etc. mainly fro.rn the modern

ix

period, reflecting the different trends of literary development in Malayalam. The logical coherence of the events in the passages, the level of understanding of lexical items, the syntactic constructions, the concepts underlying the passages were also taken into consideration while selecting. All the lessons have been tried out during various academic years and found to be suitable.

II. Format of a lesson: Each lesson has been generally organised m the following pattern: (1)

Text of the lesson and its reference

(2)

A note on the author and his other works

(3)

Notes and meanings of words are provided in Malayalam and E nglish with elaborate explanatory notes on cultural aspects wherever necessary.

(4)

The grammatical categories such as Noun, Verb, Adjective or Adverb are marked for each word. Since past tense formation in Malayalam is a complex area and difficult for the learner, verb entries are provided with the past tense also.

(5)

Always contextual meaning is provided. Sometimes it is supplemented with literal meaning also. Sometimes binary opposites are provided.

(6)

While explaining the meaning of a poem it was found that in a second language teaching situation, which we have adopted, the splitting of sandhi is very effective. Hence the glossary consists of segmentation of sandhi wherever felt necessary. Experience and try out of the matcri al has shown that learners are able to analyse other poems and understand them. For example:

bln.Jgffi1 ruoaruoruzn.Jri +

m1ruoruv = 6>rug:m1 ruoruv = /veN-/+/nilaavA/ /veNNilaavN

(7)

Use of the dialects in a short story or dialogue/drama is also mentioned with its's other regional /social variations.

For example, = /enRe /keTTiyoon/

/enRe/bhaRttaav AI

My husband

My husband

Non-standard

Formal/standard

Low

High

It is expected the teacher explains these forms with its other variations.

(8)

For better understanding of the lessons, the literary pieces are categorized into different sections and, wherever felt necessary, comprehension questions are framed accordingly. They are of various types, both objective and open-ended. Questions eliciting critical evaluation or literary appreciation are also inCluded. In certian lessons, questions on summary/precise writing are also included. Paraphrasing is an activity which is included after alJ the poems.

(9)

Word study/word exercise: From my class room experience, while teaching the advanced course, several learners have often raised questions regarding analysis of a word or the semantic range or the semantic nuances between words and he11ce a new type of exercise is incorporated in the present book. This activity definitely requires that the learner has to consult a standard dictionary in Malayalam and he is encouraged to use the dictionary. For example, the learner comes across a word in Malayalam as /kangaNam/ 'bangles' and be would be curious to know the names of ornaments which are worn around other parts of the body. The words for bracelet, waistlet, armlet, ear ring, necklace are to be traced out by the use of dictionary is one type of exercise. So the word exercises that are included arc word-formation processes, word association, binary opposites etc. Word exercises could

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be at the mophological level, syntactic level and semantic level. These kinds of activities would definitely enrich the vocabulary of the learner. At the advanced stage the crucial problem of using the appropriate words at the appropriate context could be tackled. If these exercises are fully utilised it would go a long way in fu lfilling the 11eed of the learner.

m. Suggestions to the teacher: Full utilisation of the learning material would depend on the home-work done by the teacher. It is expected that the teacher delivers the goods with limited time at his disposal. In the present course it is expected that the entire gamut of Malayalam literature and its various literary trends are to be presented in a nut shell. So each lesson would represent a certain period. Various genres of literature have to be highlighted. In order to achieve this the teacher is expected not to commence teaching the lesson dhectly but trace the development of short stories, dramas, poems as the case may be. Later introduce a brief historical accom1t of the author, his other literary works, his significant contributions etc. This would enable the student lo capture a wholistic view of Malayalarn literature.

IV. Suggestions to the learner. Since learning the language at the advanced course turns out to be more learner centred, it is expected that the learner utilises the short time at his disposal usefully. The learner is expected to refer/read other literary works of the author, consult dictionaries, read criticisms of the stories or poems taught in the class. This would enable the learner to appreciate the literature effectively and efficiently. Jt is essential that the learner fully utilises the exercises provided at the end each lesson.

- V. SARATCHANDRAN NAIR.

xii

v

Foreword Acknowledgement

Vll

Introduction

lX

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