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DC Field | Value | Language |
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dc.contributor.author | Solanki, Mukesh M. | - |
dc.date.accessioned | 2023-11-28T10:19:51Z | - |
dc.date.available | 2023-11-28T10:19:51Z | - |
dc.date.issued | 2010-05-10 | - |
dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/498 | - |
dc.description | Personal use of this material is permitted. However, for any use other than the copyright act clause dealing with "fair use" permission may be obtained from RIE Bhopal. | en_US |
dc.description.abstract | A person's linguistic knowledge affects his entire life. A child's linguistic knowledge affects his progress or decline in all the subjects of his studies. A student who achieves the required proficiency in his or her mother tongue or any one language also shows satisfactory progress in all his or her subjects; On the other hand, weak students continue to lag behind in other subjects. In conclusion, it can be said that, like the backbone, richness of linguistic knowledge proves helpful in building a person's reputation at every turn of life. 1.1.1. the Hindi language : Hindi is a member of the Indo-Aryan language family within the Indo-European family. In terms of number of speakers, Hindi holds the third position among the languages of the world. Its place is after Northern Chinese and English. From this point of view, Hindi has the highest position in India. The word 'Hindi' is mainly used in two meanings, broad and shrink . Hindi in broad sense, Braj, Awadhi, Maithili, spoken in Hindi region, Bhojpuri etc. usually represents seventeen dialects. In the narrow sense, Hindi Khariboli represents literary Hindi. In the context of education, Khariboli form of Hindi is prevalent. specific objectives According to this, three forms of Hindi are found again: 1. Medium of instruction – Mother tongue Hindi. 2. Official language or regional language Hindi and 3. National language Hindi. | en_US |
dc.language.iso | other | en_US |
dc.publisher | Regional Institute of Education Bhopal | en_US |
dc.relation.ispartofseries | D-376; | - |
dc.subject | Language barrier | en_US |
dc.subject | Bilingual challenges | en_US |
dc.subject | Gujarati-Hindi language transition | en_US |
dc.subject | Cultural differences | en_US |
dc.subject | Teaching methodologies | en_US |
dc.subject | Pedagogical approaches | en_US |
dc.subject | Remedial measures | en_US |
dc.subject | Linguistic diversity | en_US |
dc.subject | Inclusive language education | en_US |
dc.subject | Cross-cultural communication | en_US |
dc.title | Problems and solutions of Gujarati speaking students in learning Hindi (Hindi) | en_US |
Appears in Collections: | Dissertations |
Files in This Item:
File | Description | Size | Format | |
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0-D-376.pdf | Content | 772.87 kB | Adobe PDF | View/Open |
1-Chapter-I.pdf | Introduction | 857.56 kB | Adobe PDF | View/Open |
2-Chapter-II.pdf | Review of Related Literature | 775.45 kB | Adobe PDF | View/Open |
3-Chapter-III.pdf | Rationale & Methodology | 701.08 kB | Adobe PDF | View/Open |
4-Chapter-IV.pdf | Analysis of the Data and Research | 2.57 MB | Adobe PDF | View/Open |
5-Chapter-V.pdf | Conclusions, Limitations and suggestions for Further Study | 859.01 kB | Adobe PDF | View/Open |
6-BIBLIOGRAPHY.pdf | Bibliography and References | 613.2 kB | Adobe PDF | View/Open |
7-APPENDIX.pdf | Appendix | 734.31 kB | Adobe PDF | View/Open |
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