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CRITERIA FOR SUCCESS FACTORS IN LANGUAGE TRAINING AND LEARNING Overcoming the difficulties of teaching a language where teaching materials and reference works are insufficient or non-existent. Experiences from a successful pioneer course in Pashto. FINN THIESEN. Unclassified. Content.

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  1. CRITERIA FOR SUCCESS FACTORS IN LANGUAGE TRAINING AND LEARNINGOvercoming the difficulties of teaching a language where teaching materials and reference works are insufficient or non-existent.Experiences from a successful pioneer course in Pashto.FINN THIESEN Unclassified

  2. Content Pioneer Course in Pashto 2008-2009 Incidental difficulties Intrinsic difficulties The major obstacle: The writing system Bypassing the writing system Coping with other difficulties Conclusion Unclassified

  3. Unclassified Incidental difficulties No tradition for teaching Pashto Reference works of poor quality or non-existent Dictionaries of poor quality (except to and from Russian). Grammars of poor quality (except one 55 year old dialect grammar). No trained Pashto teachers.

  4. Unclassified Intrinsic difficulties 1 Pashto is a difficult language in itself. One example: day må wini ‘he sees me’ he me sees BUT dǝ zǝ wǝ́li̱dǝlǝm ‘he saw me’ him I saw (1st person sg.)

  5. Unclassified Intrinsic difficulties 3 A imperfect writing system with a highly ambiguous script and a very loose orthography. ندرور= n - d - r - w - r ndró̱r = ‘sister-in-law’

  6. Unclassified Bypassing the writing system 1A system of transcription that is both phonemic and reversible The grammar and most of the texts were presented in familiar Roman letters. The system of transcription was: 1. Phonemic, i.e. showing exactly all consonants and vowels as well as stress. 2. Reversible, i.e. spelling in native script 100 % deducible from transcription. 3. The transcription imitates the native Pashto script thereby facilitating later transition to native script.

  7. Unclassified Bypassing the writing system 2Reversability Two examples: The Arabic letters ثسص are all (in Pashto) pronounced s. We distinguish them with diacritics, writing s̱, s and ṣ. i = i (never written in the native script) i = i (may nor may not be written in native script) ī = i (always written in the native script)

  8. Unclassified Bypassing the writing system 3Imitating the native script ښṩ←سs ږẓ̇ ←زz ڼn̥ ←نn ټt̥←تt ډd̥ ←دd ړr̥ ←رr sh, ṣ, ṣ̌, ss, kh, x, x̌

  9. ښṩ←سs sh, ṣ, ṣ̌, ss, kh, x, x̌

  10. Coping with other difficulties • Most of the time both two teachers in the class-room. • The students were forced to talk Pashto constantly almost from day one. • We accustomed them to hear and understand different varieties and dialects right from the start. • Systematic study of the formation of the Arabic loan words in Pashto. • Downloading and studying Pashto texts from the internet and discussing them with our native instructors.

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