This book functions as a bridge between the basic course and the advanced course in Tamil. It covers all the basic and functional structures of Tamil and introduces in a graded manner. The primary objective of this book is to make the learners to be fluent in all the four language skills. Accordingly, the teaching methodology will be followed. The exercises and evaluation strategies are carefully designed and incorporated in the book in order to achieve the objective.
Sam Mohan Lal retired as a Professor-cum-Deputy Director in CIIL and is a Visiting Professor in the Faculty of Languages and Linguistics, University of Malaya. He has extensively worked and specialised in sociolinguistes, language teaching and tribal linguistics.
S. Tamilselvam has been working as a Guest Lecturer/Resource Person in Tamil in Southern Regional Language Centre, Mysuru since July 1, 2009. Apart from teaching Tamil L2, he is involved in producing need-based instructional materials, functional grammar lessons and dictionaries.
S. Sundarnajan is one of the Guest Lecturers/Resource Persons in Tamil second language in Southern Regional Language Centre, Mysuru. His areas of teaching include need- based Tamil grammar and situation oriented functional discourse.
The Central Institute of Indian Languages (CIIL) celebrates its Golden Jubilee this year after completing 50 years of excellence. The Institute was established on July 17, 1969 by the Government of India in Mysuru to help in evolving and implementing the language policy of the Government and to coordinate the development of Indian Languages by conducting research in the areas of language analysis, language pedagogy, language technology and language use in the society.
It began its journey with several units of research such as Tribal and Border Languages, Sociolinguistics, Phonetics, Psycholinguistics, Material Production and Training, Testing and Evaluation, Educational Technology, Lexicography and Translation, Cartography, Folklore and Computer Applications. In addition to this, seven Regional Language Centres were set up at Mysuru, Patiala, Bhubaneswar, Pune, Lucknow, Solan and Guwahati with a goal of implementing the three-language formula and thereby contribute to national integration. These Centres offer a 10-month Diploma in Language Education in second languages and teach 20 Indian languages to non-native speakers mainly to in-service teachers, prospective teachers, research scholars and general public. CIIL was one of the few institutions that initiated work on natural language processing in the early 1990s. It has interdisciplinary academic collaborations with various institutions at both national and international levels. The Institute is well-recognised by the academic fraternity across the globe for the quality of its wide-ranging linguistic research and language studies.
The Intermediate Course Text in Tamil is to be used as a class room teaching/learning material for the teacher trainees of the Southern Regional Language Center, CIIL, Mysuru. This text is to be used at the intermediate level of the ten month diploma Intensive Course in Tamil. It could also be used by any learner of Tamil at a later stage of his/her learning the language.
Learning a language at the intermediate level involves sharpening the language skills already acquired at the basic level and also for developing the creativity among the learners. What are the priorities of learning the language at the intermediate level? It is expected that the learner should be made to develop interest in the literature and the various styles of the target language, appreciate the free writing style of the target language and kindle in him/her an urge to know more about the literary trends in the target language. The learner should be made to utilize the skills already acquired at the basic course. The focus at this level should be more to exploit the thematic content and language of the material available and extend it further. For instance, teaching poetry and story could be utilized 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) the style of poetry which often uses repetition and alliteration help the learners not only to remember the poem easily but also help to compose similar poems by using their creative talent.
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