ENGLISH- 17

 ENGLISH- 17

SOMETHING IMPERATIVE, YET ELUSIVE

Driven by the familiarity of usage of words and the rules of grammar governing such application of language tools, we get caught between conflicts of language culture [tradition] as obtaining in our own languages, and unlike what ‘English’ prescribes. Seldom learners are taught the mechanics of grammar in these languages. Instead, day-to-day usages are thrust down the throat of kids, who are as yet not capable of conversation even in their mother tongue. Such is the haste in ‘imparting English’ to young learners,   with our  utter disregard to certain biological need like ‘brain development for receptivity’ Age optimum for brain development [90%] is said to be 5; we push kids into schooling around 3 years of age though gloriously paraphrased as “play school’ or pre-KG and so on. [let us keep in mind –the age parameter implies well-nourished]. To be successful in later life, it is Important to sustain physical/ mental health and possess cognitive skills and language skills. In plain terms, adequate strength or brain power generally peaks around 18 years of age. That being so, the process of ‘skill acquisition’ is a long drawn phase of equipping the mind on right lines.  

‘Mechanics’ refers to all the technical rules that relate to GRAMMAR and SYNTAX. These include the aspects –Word order, punctuation, Spelling, use of Capital at right places and so on. So, English is a well-laid-out game of rigid grammar prescriptions.     

A broad guideline for making/ framing sentences, includes details relating to

Who?, Doing what?, To what, Where?  When?

Word Order [English]

Subject, Verb, Object

For Adjectives [information on Opinion –Size-Physical features-Shape, age, - origin, - material,  shall be presented].In the example presented items up to the verb ’was’ relate to ‘adjective’

A cute, tiny bushy rectangular new Japanese nylon brush [explains details for adjective] was presented to Mr. TILAK in appreciation of his painting skill.

Most of the basic rules of ‘formation of sentences or application of grammar rules constitute “Mechanics”

 Special verbs / Auxiliaries

These [auxiliaries] are supportive, to the main verb:  some of them are-- have ,do, be, can, could may, might, shall, should will, would, ought

HAVE

‘Have’ is used in ‘perfect sentences’.   I have written thrice/ I have been writing 

 ‘Have’ is used to emphasize a sense of obligation. I have to punish him. They have to vacate the room.

‘DO’

‘Do’ can be used, to deal with varied situations of language.

Interrogative

Do you know his address?  Do you have a library at home?

Affirmative

Yes, I do [have his address]  We do [have a library at home]

Avoids repetition

Do you have a car? Yes I do.  Does he sing? Yes, he does. Did you meet the teacher?  Yes, I did

Imperative used as a request

Do come for the wedding. Do stay with us. Do have your food

CAN, COULD, MAY, MIGHT

‘Can’ implies ability as in YOU CAN GO 

May, Might are ‘non conditional’ informal expressions

It may rain today; It may not be true [both these are references to possibility.

More would be given later.

Prof. K.RAMAN