DICTION

DICTION

Diction- as used in English language relates to two things. These two appear [to me] the most vital ingredients ably assisting the success of speakers -especially at Collegiate level and beyond. The reference of this term includes a] the art of pronunciation- as practised by a speaker and b] the pattern or style of using words /phrases by a speaker as tools of communication. Therefore, an authentic collection of words lined up in alphabetical series with the varied grammar forms, pronunciation and other applications prescribed by the rules of that language is referred to as a ‘Dictionary’. Some may dismiss off my contention [on utility of diction] as of being archaic. My polite reminder to such arguments is “if we choose to ignore the ‘authentic suggestion’ from experts or Pundits of a language, would we not be guilty of perpetuating deviant practice, besides perpetrating ‘free for all trends’? If such a theory of ‘freedom’ is advocated by non-natives on our languages, would we gladly shake hands with them on the score of ‘breaking archaic rules’? Enriching a language for its vocabulary is different from endangering a language for its grammatical framework. All those dramatic deviations appeal to the perfunctory players even as it hurts adherents to tradition.

Why diction

Quite often, appropriate language is expected of quality Speakers- especially teachers. Listening to speeches of quality is a safe route to ‘enrichment’ of a learner’s kit for lingual prowess. Sustained adherence to perfection [be it any language] carries the innate message of ‘sticking to norms’ as laid out in a language tradition. A sort of self-granted freedom in ‘not-so-standard’ expressions are frequent [if not rampant] in electronic media and unabated in print media tempting the unwary learner to develop the habit of ‘indulgence’ in speech/writing. My fear does not mean the occasional slips of tongue or inadvertent usage based on some meaning ‘assumed’ to convey an idea -Eg: SIMPLETON.

Any speaker making use of apt words for ‘driving home an idea’ is bound to make an impact and win a grand following in due course of time. Besides, an air of expectancy descends on the recipients as to when the session would begin. However, such a rapport readily sets in only if the recipients have a certain level of basic proficiency and a desire to learn. If one of the two components [speaker /recipients] is of dampened spirit owing to ‘inadequacy of expression’, sessions prove unproductive and irritating. Such coming together of ‘wrong entities’ is a common sight these days. In a large measure, the scenario is an outcome of dismal training offered by abysmal trainers at lower levels of learning. When such youngsters enter the portals of higher education, the few experts whom they encounter in classrooms, overwhelm the weak learners by fear of the sheer quality of information that ‘appear to be’ jettisoned by the Professor, though in reality the expert pumps out message in a torrent ‘flooding the area’. The bewildering effect is restricted to persons who have hither to been accustomed to pedestrian presentations. The ‘better off‘ among the listeners are in for a pleasant feast of immaculate perfection. Needless to say -the speaker is articulate punctuated by his/her skill of displaying consummate ease at work.

Those of you who have had the personal experience of my suggestion would acknowledge the value of benefitting from excellence as against the harsh realities of laborious presentation. At this juncture it is both opportune and ‘not a minute too soon’ to reiterate the phenomenal significance of Diction in showcasing earnest potential. With diction at one’s disposal, the biggest advantage is avoidance of groping for words. That much confidence gets enshrined in speakers and listeners, that both are confident of the outcome. Whoever desires being regarded for quality performance, ought to embrace the culture of acquiring the most authentic diction and systematically master the nuances thereof.

Prof. K. Raman