Critical Analysis of Masculine and Feminine System of Sindhi Language
Languages have grammatical systems that include respective structures of masculine-feminine representation. There may be some grammatical, structural and linguistic similarities among different languages and language-families. This is essentially the study of rules and principles that form the configuration of a sentence. Speakers of any language have a set of adopted and assumed directions and procedures for using that language, which take form of rules and eventually create grammar of the language. The Masculine-feminine system is one of the most common features of any language; the same is true of Sindhi language, too. Keeping the syntactic grouping in view, the Masculine-feminine is essentially figured presentation of words in terms of gender. Therefore, masculine are used to denote the qualities, attributes and appearance that are traditionally associated with the men. Likewise, the feminine is a gender description that is used to signify the qualities, attributes and appearance that are traditionally associated with the women. Sindhi is Indo-Aryan language that has been closely affiliated with and has strong associations with various languages and language families. Arabic, Persian, Urdu and Hindi are the leading languages that have influenced the Sindhi in many respects. Sindhi language has its own grammar system but the influence of aforesaid languages has put many positive as well negative impacts on it. This paper depicts the picture of the Masculine and Feminine system in Sindhi language in the context of animate and inanimate objects. Today’s languages have various sorts of pronouns including Gender-specific pronouns and Gender-neutral pronouns. Issues may arise in languages with gender-specific pronouns in case the gender of the referent is unknown or not specified; this is discussed under Genderneutral language.
Zubair Soomro. (2019) سنڌي ٻوليَء ۾ تذڪير ۽ تانيث جي سرشتي جو تنقيدي جائزو, Sindhi Boli (Research Journal), Volume-12, Issue-2.