![]() ![]() On the other hand, some are not native to India. Yes, some of them unofficially recognized. However, the people here speak hundreds of languages. Compare this to India that has 1.3 billion people living in a land that is 3,287,263 square kilometers (1,269,219 square miles), which officially recognizes 22 languages. It is astonishing that a state which is only 462,840 square kilometers (178,700 square miles) with 8 million inhabitants can have that many living languages. There Are How Many Languages in Papua New Guinea? So many more people have no contact with the outside world, and like the communities and the languages, it is believed that many more species of animals and plants in the interior of Papua New Guinea are still undiscovered. Up until now, the state isn’t fully explored, geographically or culturally. It seems that this is only the proverbial tip of the iceberg. ![]() The communities in Papua New Guinea are also quite diverse. Many of the inhabitants live in their own communities. It’s known to have about 852 living languages although 12 of them have no known living speakers. As one of the world’s most rural countries, only about 18% of the population is located in the urban centers of the independent state.īut one of the distinguishing characteristics of the state is its linguistic diversity. It is home to about 8.1 million people according to the preliminary census done in 2016. Interestingly, it also forms the eastern half of New Guinea Do you know which are the most popular languages in Papua New Guinea? The state connects to the provinces of West Papua and Papua of Indonesia. At that point, the military had little choice but to push ahead with elections that it knew would result in a transfer of power to the Muslim Brotherhood.The Independent State of Papua New Guinea, located in Oceania, is one of the most linguistically diverse countries in the world. Hence, chants at demonstrations of “down with military rule” were heard by March, but it was a series of massacres and street battles beginning in October and lasting until early February of 2012 that brought anti-SCAF (Supreme Council for the Armed Forces) sentiment much more openly into the mainstream than anyone could have dreamed, given the deeply institutionalized reverence for the military in Egyptian public culture. None of this had anything to do with an institutionally nurtured “democratic transition” that occupied the attention of political scientists none of it was acknowledged by institutions or powerful public figures, who never deviated from the line that the revolution was incoherent, and merely the product of a few feckless youths. Mubarakist elements, greater autonomy and political freedom within universities and al-Azhar, independent labor unions, the cessation of military trials for civilians, unambiguous civilian rule, and redress for those killed or injured by the security forces. They included the cleansing of institutions from. By that time the revolutionary forces-those that stayed mobilized or that remobilized periodically throughout the year-had articulated a series of demands that went far beyond the ubiquitous but vague “bread, freedom, and social justice” slogan. This chapter assesses the most important period in the revolution, namely the last three months of 2011. ![]() This study finds data based on the first study problem about sentence types such as the equative sentence mi citizen bilong la country 'We are the community on this country,' locative sentence yupela from East Sepik Province 'you are from East Sepik Province,' intransitive sentence mipela i simenim i go bek 'I am comment to return, and ' transitive sentence mi wokim ho na long em 'I am help them all.' The data contained in the second problem of research on differences in Pidgin English from Standard English such as the phonology em planti samting 'there are more,' the syntax so mi makim PNG 'so I marked PNG,' the dispela is lexicon of 'this is/is.' Applying Muhlhausler's (1978) theory to analyze the types of sentences used by Papua New Guineans found in YouTube videos and theory by Aitchison (1991) to distinguish between Pidgin English and Standard English. The data is taken from the narratives of Papua New Guineans found in YouTube videos. This study uses qualitative methods to carry out a clear and organized description of the problems identified. This study aims to identify the types of sentences in Pidgin English used by the people of Papua New Guinea and the differences between Pidgin English from Standard English. This research deals with Pidgin English spoken by Papua New Guineans found in YouTube videos. ![]()
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