Library of Congress Cataloging-in-Publication Data Khojayori, Nasrullo. Tajiki: an elementary textbook I Nasrullo Khojayori.
p. cm. Includes bibliographical references and index. ISBN 978-1-58901-263-9 (pbk. vol. 1: alk. paper)-ISBN 978-1-58901-264-6 (pbk. vol. 2: alk. paper)-ISBN 978-1-58901-269-1 (pbk. reference grammar: alk. paper) 1. Tajik language--Textbooks for foreign speakers--English. I. Title.
PK6973.K49 2009 491' .5782421--dc21 2008052593 © 2009 Georgetown University Press. This grammar book, as well as other language materials for Central Asian Languages produced by CeLCAR, Indiana University-Bloomington, is supported by a Title-VI grant from the Department of Education
TABLE OF CONTENTS SCOPE AND SEQUENCE ..................................................................................................................... v ACKNOWLEDGEMENTS .................................................................................................................... vii PREFACE, A NOTE FOR THE INSTRUCTOR ............................................................................................. ix INTRODUCTION TO TAJIKI ................................................................................................................
xiii
CHAPTER I AnMci>60M TO'iMKM
Tajiki Alphabet ............................................................................................................................... 1 CHAPTER 2 CMHci>
Classroom .................................................................................................................................... 33 CHAPTER 3 CanOM Ba )(OnnypcM
Greetings ..................................................................................................................................... 75 CHAPTER 4 WMHOCOMM
Acquaintance ............................................................................................................................ 117 CHAPTER 5
06y )(a BO
The Weather .............................................................................................................................. 155 CHAPTER 6 XoHaAOH
Family ......................................................................................................................................... 189 CHAPTER 7 Aap 6o3op
At the Bazaar ............................................................................................................................. 235 APPENDIX I
Tajiki-English Glossary ........................................................................................................... 281 APPENDIX 2
English-Tajiki Glossary ........................................................................................................... 301 APPENDIX 3
Tajiki Verbs ............................................................................................................................... 319 APPENDIX 4 XapMTa)(O
Maps .......................................................................................................................................... 333
V
opic
ar
rune ion
Chapter ..,1
CanoM Am1cp601-1 TO'ii-1Kj;1
Pronunciation
-Greetings -The Tajiki alphabet and pronunciation
Chapter 2 C~t~HQ>
Awe1-1 c1-1H
-Pronoun 4j;1 'what?' Demonstratives -Verb acr 'is' -Pronoun Kj;1 'who?' -Numbers 0-10, Plurals and classifiers -Commands, Definite direct object
-Classroom objects -People in the classroom -Tajiki numbers -Classroom expressions
Chapter 3 CanoM sa xonnypciii
CanoM, WyMo xy6eA? WyMo a3 KY'iOeA? Y KI-!CT?
-Personal pronouns -Predicate endings -Negative/interrogative equational sentences -Prepositions of place
- Greetings and farewells -Places of origin -Professions
Chapter 4 WIIIHOCOI)iiii
WI-1HOCOi:1j;1 M1-1nnaT;>
-Possessive endings -Question words -Suffixes j;1 and 1-!CTOH, Izofat -Personal titles
-Introductions -Nationalities -Introducing others
xaso )(aBO rapM CoaT
-Past tense of 6yAaH 'to be' -Past time markers -Numbers above 10 -Ordinal numbers -Days of the week
-Weather in the past and present -Temperature -Telling the time
01-1na1-1 TO'ii-1Kj;1 ,l.J,ap XOHaAOHI-1 ;>
-Verb AOWTaH 'to have' -Simple past tense -Comparatives and superlatives
-Family members -In-laws -Common adjectives for people
My6oA1-1na1-1 acbop KaTop;>
-Compound verbs -Verbs 6yAaH/WyAaH 'to be/become' -Demonstratives in aw
-Money -Fruit and vegetables -Asking prices
I
:1
Chapter 5 1 06y xaso
xy6 acr? 4aHA Aapa'ia acr? 4aHA7
vii
51K fJ.IU1 Mai<,cyA Aap HH 6ycroH, qHAa HarnyA 6e MaAaAH AycroH. - Ca?Jou
There is no flower in the garden of the goals Which was not grown without help of a friend. - Saadi This textbook could not have been written without the assistance of many people. First, I am deeply grateful to the two scholars who brought me to the United States and gave me the opportunity to write this book: Dr. William Fierman, Director of the Inner Asian and Uralic National Resource Center, whose love of Central Asia, knowledge of its cultures, and appreciation of the role of the national languages in the formation of national identity make him an incomparable advocate in the United States for the study of their languages and cultures; and Dr. Bill Johnston for his excellent ideas and his deep understanding of second-language pedagogy, which have provided his students invaluable guidance in developing textbooks with authentic materials. Second, sincere thanks to Dr. Paul Foster, Director of CeLCAR, for his support and dedication throughout this process and providing all the resources needed to complete this book. Third, I offer deep thanks to Dr. Azim Baizoyev for editing the Tajiki text; to Mikael Thompson for editing the English text and giving help in all areas of the book's composition, from brainstorming new exercises and suggesting better treatment of the chapter topics to organization and sequencing of activities, and above all for better explaining Tajiki grammar to native English speakers; and last but far from least to my wife, Farzona Zehni, who was involved in all stages of the textbook and without whose help the book could not have been written. Also, the practical tasks of writing this book were greatly eased by the unstinting efforts of Alisher Davlatzoda, who transferred data, recordings, and written materials to and from Tajikistan, found all the people who recorded the audio and video portions of the book, coordinated the myriad activities associated with the project, and provided technical support of every kind. Finally, I would like to thank Tom Tudek, Jim Woods and Sukhrob Karimov for design and illustrations. I am also very thankful to all my friends who helped me by providing pictures, videos, audios, and all other assistance. I am especialy grateful to Khiromon Baqozoda, Tohiri Safar, Abdulfattoh Shafiev, Nasiba Mirpochoeva, Chris Whitsel and Amin Shohmurodov. Dr. Nasrullo Khojayori
ix
Our goal in the development of Tajiki: An Elementary Textbook at the Center for Languages for the Central Asian Region (CeLCAR) at Indiana University was to create instructional materials that would make a difference in the classroom and provide instructors with wide array of activities to make their classes interactive. Tajiki: An Elementary Textbook offers a thematically organized and integrative approach to the Tajiki language and culture combined with current innovations in foreign language teaching. Some of these innovations include: a functional approach to grammar; an emphasis on integrated skills development; and extensive use of various authentic materials, especially videos filmed in the different regions of Tajikistan. We believe that the large number of the activities provided in the textbook and the supplementary materials, such as the audiovideo and multimedia CDs, will help students to develop strong speaking, listening, reading and writing skills.
Tajiki: An Elementary Textbook is distinguished by the following features: • • • •
emphasis on communicative activities and tasks step-by-step development of language skills presentation of Tajiki culture, integrated into all activities opportunities for classroom practice
Besides emphasizing Tajiki culture, the textbook contains universal topics and contemporary themes that are meaningful to learners. While developing activities, we kept in mind the idea that languages are best learned when real-world tasks become the focus of language activities. Therefore, we organized the sequence of our activities by providing students with: • sources for gaining information in Tajiki, such as texts, listening materials, real-life dialogues and videos • the linguistic tools for understanding those sources • tasks, activities and questions to use their linguistics skills and evaluate their own progress Overall, we hope that our materials will make a difference in your classroom and that you will enjoy many hours of teaching and learning Tajiki.
