Verbal Morphology in English and Santhali

Abstract

This thesis entitled “Verbal Morphology in English and Santhali” has been carried out to compare and contrast verbal morphemes and the rules of verbal morphology in the Santhali and English languages. This research is based on 80 native speakers of Santhali including illiterate and literate. The informants for this study have been selected from two districts viz, Morang and Jhapa. Among the informants, eight were literate and seventy-two were illiterate. The researcher used the judgmental sampling procedure to sample the population. The questionnaire was only the research tool for data collection. Based on the collected data the analysis has been done. After analysis, it was found that Santhali has more number of verbal morphemes in comparison to English and they are more complex than those of English. Both the Santhali and English languages have more or less similar morphological system. The thesis consists of four chapters, viz. introduction, methodology, analysis and interpretation and findings and recommendations. Chapter one deals with general background in which introduction to the Santhali language, verbal morphology, free morphemes, bound morphemes, English verbs, review of the related literature, objectives of the study significance of the study and definition of the specific terms are included. Chapter two states the methodology, which was followed in the study. It deals with the sources of data, population of the study, sampling procedure, research tools, process of data collection and limitations of the study. Chapter three deals with the analysis and interpretation of the data. The researcher has presented the Santhali verbal morphologies with the examples and the rules of morphology. Chapter four deals with findings and recommendations. The researcher first gives identified verbal morphologies of the Santhali language on the basis of analysis of data collected and are compared and contrasted them with those of English. Based on the findings, some recommendations have been made for pedagogical implications.