By Gerda Bodegom, Bruce Donaldson
Colloquial Dutch 2 is the next move in language studying when you have already got a uncomplicated wisdom of Dutch. The genuine dialogues, texts and diversity of routines during this path might help newbies to consolidate their language talents and additional their language competence. Key good points include:* a piece dedicated to idiomatic expressions in each one unit* cultural issues and data on a variety of dialects* vocabulary lists relative to the themes of every unit. Accompanying audio fabric is obtainable to buy individually on CD/MP3 structure, or comes integrated within the nice worth Colloquials Pack.
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Colloquial Dutch 2 is your next step in language studying should you have already got a simple wisdom of Dutch. The real dialogues, texts and diversity of workouts during this direction may help beginners to consolidate their language abilities and extra their language competence. Key positive factors include:* a bit dedicated to idiomatic expressions in each one unit* cultural issues and data on numerous dialects* vocabulary lists relative to the themes of every unit.
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Extra info for Colloquial Dutch 2: The Next Step in Language Learning
The practice of marrying relatives’ (< naš gyana ‘relative, lit. ’ dayman baba ʾu-yәmma kiʾéwala brata ʾékela bәṛẉaya brat mắnila . . mắnilu mišpaḥ a dida. ʾaz mәn zʾŭrut̠ kiʾéwala ‘The father and mother always knew the girl, where she had grown up, whose daughter she was . . who her family was. 2 above. 16 Note that the final sibilant of pinidos also becomes voiced in the plural pinidoze. 17 One is, however, justified in continuing to write naš gyana as two separate words in view of the fact that the plural is naš gyana, or našәd gyana, and not *našgyane or something similar.
For example: ʾawṛăham ‘Abraham’ gawgawke ‘peanuts’ ḥ awšiye ‘courtyards’ kawlana (~ kavlana)2 ‘scabbard, sheath’ Historical *ay becomes /e/ in ANA. For example: *qayṭa -¤ qeṭa ‘summer’ Historical *aw becomes /o/ in ANA. 14 above. 4 25 Realisation of Vocalic Phonemes and Diphthongs There is a phonemic opposition between long and short vowels. For example: mare malәp ‘his owner’ ‘that he teach’ măre mălәp ‘owner [of]’ ‘teach! 1 /i/ This phoneme is realised as a close, front, unrounded vowel. 2 /u/ This phoneme is realised as a close back rounded vowel.
For example: mare malәp ‘his owner’ ‘that he teach’ măre mălәp ‘owner [of]’ ‘teach! 1 /i/ This phoneme is realised as a close, front, unrounded vowel. 2 /u/ This phoneme is realised as a close back rounded vowel. 3 /e/ This phoneme is realised as a close-mid front unrounded vowel. 4 /o/ This phoneme is realised as a close mid back rounded vowel. Particularly in stressed and/or open syllabes, /o/ often undergoes a significant degree of fronting. For example, tora ['tʰø:ɾa] ‘bull’, moṯela [mø'θe:la] ‘she brought’ and kawód [kʰa'wø:d] ‘honour, respect’.