COMMUNICATION SKILL IS THE LIFE OF EDUCATION.
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The Inventor of Orginal Communicative English, five other brand new inventions and a new thesis on language teaching.

 

ITEM NO. 5  

THE SHOCKING 'MYSTERIES OFLANGUAGE SCIENCE"

All claims made here are proved 100%

accurately, clearly, completely and convincingly.

There are many Mysteries of the Language Science unraveled in the new Methodology of Mr. Jacob Nettikkadan, his four volume books and his other works. When you come to know these, your Learning Interest will be shot up tremendously, your love for scholarly knowledge will soar high and you will be able to learn English with greater concentration, urge and speed to produce the greatest self-confidence.

1. The mystery of Verb : The Englishman has taught us many things about the use of Verbs in English, but did not divide Verbs according to their usage or classify them into different groups according to their application of rules. Mr. Jacob Nettikkadan has found out that for learning to handle a new language proficiently, we have to know the minute classifications of Verb, their meanings and appropriate usages. He has found out that for expressing ideas in English and most other languages properly, flexibly and extensively, Verb has to be divided into eight categories. We have also to know the use of all the eight categories of Verb in English and learn their different uses and rules of application in detail, to be able to express ideas in that language properly, flexibly and extensively. These are taught in great details in his book "Easy Way To Learn English" in four volumes, which is a spectacular distinction of the book. This is also one of the major reasons for getting quick communication skill in English, while using his method of teaching, especially for those who have failed to get that ability after studying English for many years.

 

2. The greatest mystery of Language Science is that out of the eight categories of Verb, the first category comprises of 99.9% of the total number of Verbs in English, let us assume, 75,000 words. The prevailing system was mainly concentrating on teaching the usages of these Verbs only. All the remaining seven categories of Verb together have only 18 words of Verbs, five out of them being the most important and most powerful Verbs in English (i.e. can, may, should, must and ought to). The shocking factor is that in actual use of the English language, these 18 words will outweigh the first category of 75,000 words, by minimum five times (500%). That means, if we place 75,000 words of Verb (like : go, run, write, speak etc.) belonging to the first category, in a weighing scale and the 18 words, including the five mentioned above, in the second scale, the second scale will weigh minimum five times more than the first scale. The style of handling this area to make the learner understand the matter very easily and fast is by using a matrimonial alliance of the five bachelors (can, may, should, must and ought to) marrying all the 75,000 words of Verbs (virgins) individually to give each of them five husbands.

 

3. The next mystery is that these five most important and powerful Verbs are also the most complicated Verbs in English. Teaching them is the most difficult and painstaking task in English. Actually in the present teaching method, this area has been proved to be the "Bermuda Triangle" of English, the most dangerous area to teach, because of lack of sufficient knowledge about the use of these words. No scholar dares to teach this area, because of fear of sinking into the sea of confusion and ignorance or making the learners utterly bewildered.

 

Mr. Nettikkadan"s philological dexterity is discernible in analyzing the problem minutely and handling this area most skillfully by introducing an invention to solve the problem and making it user-friendly. Out of his research he has found out that these five MOST POWERFUL but complicated VERBS have many types of usages, each having a new meaning and rules of application (just like a single actor playing different rolls in a cinema at different contexts.) You may be able to grasp the complication of these words when you come to know that out of the total number of 32 families of sentences in the whole of English (as discovered by Mr. Nettikkadan), these five words alone rule over or govern 18 families, just like the ancient Emperors. All the remaining Verbs in English together rule over only 14 families of sentences. To facilitate their proper learning, Mr. Nettikkadan has named these Verbs "Associate Verbs" instead of including them in the list of "Auxiliary Verbs" as branded by the British.

 

4.                 The next mystery is exclusively in the English language. The Verbs "do, does, did, am, is, are, was, were, will be, has, have, had and will have" have double usages, one as main Verb to occupy the Verb column for making the original sentences (Mr. Nettikkadan calls these sentences "Statement Positive sentences). Another usage of these words is called "Auxiliary Verbs" which are meant to convert Statement Positive sentences into Statement Negative sentences or Question type of sentences, for making other tenses of Verbs etc. The existing system does not teach the use of the above mentioned words for making Statement Positive sentences, but learners have to read these Verbs in English sentences when they read books, journals, magazines etc. However, the use of Auxiliary Verbs is taught in schools, colleges etc. So, when postgraduates with B. Ed. qualification learned our method only, they could understand about the double use of these Verbs and remove the confusion. The folly on the part of the English language makers is that they chose each of the words referred to earlier (imagine them to be twins), to be the mistress of the house at one time and the servant in the same family at another occasion. Had they chosen totally new words for the second purpose, the confusion could have been completely avoided.

 

5.     The Englishman provided a list of many Verbs as Auxiliary Verbs (described as helping Verbs), the main function of which is to serve other Verbs for different purposes. But, Mr. Jacob Nettikkadan found a serious defect in it. He found some of the words in this group belonging to managerial class, though they have also to be considered employees like the helping Verbs. So, he excluded 11 such words from the list of Auxiliary Verbs and ranked them "Associate Verbs", to be distinguished from other Auxiliary Verbs. Mr. Nettikkadan ranks these words superior to others, mainly because they are capable of producing Statement Positive Sentences, whereas ordinary Auxiliary Verbs are not able to do it.

 

In 1986, Mr. Nettikkadan conducted two correspondence courses on all India basis from Calcutta (now Kolkata) in the name of Xavier Institute of Management, under the caption "Intermediate English" and "Bachelor of English" to give training to teach English using his methodology, in which a large number of scholars from other institutions joined. That was the time the Oxford University authorized printing of Oxford dictionary in India. In the dictionary printed by Oxford University Press in India, the words like "can, may, might, should, must, etc. are branded "modal" and "modal auxiliary" Verb (a new name) instead of "Auxiliary Verb", whereas in another dictionary printed by Oxford University, London, at a later period, the same word is described as "Auxiliary Verb" only. Moreover, the Indian print of the Oxford dictionary showed the influence of Mr. Nettikkadan"s methodology in some more areas.

 

6. The number of Verb : A great faux pas was committed by the British when they chose the method to determine the number of Verbs in English. The first blunder committed was to prescribe the plural form of Verb (go, run, write, speak etc.) to be given in the dictionary as original Verbs and expecting the users of English to convert them into singular form. The second blunder was to provide the method of conversion of the plural Verb into singular form by adding some letter or letters to the plural Verb. For example, when "take" (the plural form) has to be converted into singular form by adding "s", to make the singular form "takes", logically it is like adding "two" with "three" to get "one", most unacceptable to the people who think rationally and logically. However, the method of adding some letter or letters to the singular Noun to get the plural form, is acceptable to everybody who thinks rationally and locally, e.g. Dog (singular form) + s = dogs (plural form).

 

7. The number of the Pronoun "I" : According to the English language, "I" is sometimes used as singular word; otherwise plural. As per grammatical rule, the number of Verb has to agree with the number of "I". But the British people never made it clear when "I" is considered singular and when plural. Mr. Nettikkadan had to make the longest research for a single item on this issue and find out the answer for it. For that, he used one of his inventions "Map of Language" which is described as an English Building with 1877 rooms (to accommodate each type of sentence in a separate room) on 15 storeys (to accommodate all types of sentences belonging to one Tense in one storey). He checked up the use of "I" in each room of each floor of the total building. Then he found that "In each storey I has been used either as singular number or plural number and never both mixed up". Then he found out that "I" is used as singular number only in two out of the 15 storeys, e.g. "I was (singular Verb) a manager last year." or "I was going (singular Verb) to Chennai last week." In other tenses, we have to say "I throw (plural Verb) a stone at a dog now. I have (plural Verb) two sisters now. I have seen (plural Verb) a white tiger in the forest etc.

 

8. The mystery of learning the grammatical rules of more than one million (10,00,000) words in English. To use each word in English, we have to know the spelling, pronunciation and meaning of the word and there are more than one million words in English. In the new methodology we have to learn one more item about each word, i.e. into which of the three columns ("Actor, Action and Receiver of Action) the word will fall. Otherwise we will not be able to fill up each column with the appropriate words to make sentences in English. This needs the most scientific mental application; otherwise most of the learners will have to give up learning the language at this stage.

 

Mr. Nettikkadan"s imagination solves the problem like this : The language scientists must have spread all the words (more than 10,00,000) in English on a large platform in such a way that they could see each word separately from an elevated place with a powerful binocular and magnifying glass, so that they could view all the words very minutely. When observing all the words meticulously, they found a number of words having similar usage, but lying spread here and there. They took a basket and collected all those words in it. They knew what "grammar" was and so they wrote down rules for using these words in sentences and kept them below the basket. Then they made further observation of words and found one more type of words having another usage. They collected them into the second basket and wrote down rules for making sentences out of them below the basket. Like that they got seven baskets filled up. The remaining words gave them a surprise; all of them had the eighth type of usage. They filled them into the eighth basket.

 

Now there is no burden of handling one million words any longer; there are only eight groups or baskets of words, each having homogeneity in usage or application of rules. If you learn to identify words in each basket and learn the rules under each basket, you can handle one million words very easily and fast.

 

Over and above the above mentioned step, Mr. Nettikkadan exhorts us to add rational and logical thinking : There is only one type of use for all the words in a basket. So, he concludes "The rules below each basket have to belong to a single word in the basket, because the same rules apply for the first, second, third or each word in the basket. Thus, "Learning English becomes the learning of the complete rules of eight words (from eight baskets) in English". Can it be equal to climbing the Himalayas or mount Everest ? Certainly not ! Think of the enhancement of learning interest and self confidence in the student, when this story is told to them.

 

9. The greatest mystery of Language Science, unknown to humanity : The grammar of every language in the world has to revolve around eight or nine words, as arrived at under Sl. No.8. Out of the nine types of words, one is called Articles, an ornament available in English (a, an, the (tha) or the (thi) three words with four sounds), French, German etc. Other languages function successfully without this jewellery, making the language itself less cumbersome. This inspires us to ask a question "Why are some languages simpler or more difficult than others ? "

 

Out of the eight or nine types of words in every language, some are used as they appear in dictionary throughout our life. They will never undergo any change of form while using. For example, in English, Prepositions : in, on, near, behind, below etc.; Conjunctions : and, that, because, since etc.; Interjections : Alas !, Hurray !, etc.; Articles : a, an, the or the. These words will be used always as they are; no change is ever needed for their usage anywhere in the language throughout our life. Moreover, if their proper usage is learned once, there is nothing further to learn about their usage in the whole language. The remaining groups of words (Nouns, Pronouns, Adjectives, Adverbs and Verbs) have families (i.e. variations, inflexions or new formations of the same word for new meaning, or new words derived out of these words with new meaning and usage). It is in this region the simplicity or difficulty of languages is concentrated.

 

Out of these five types of words, Adjectives and Adverbs have three each family members, called degrees (Positive degree, Comparative degree and Superlative degree) in English. In some other languages, these words have more varied usages, such as number and Tense. Naturally complexity increases accordingly. Nouns and Pronouns have five to seven family members each, called Declension of Nouns and Pronouns (or families of Nouns and Pronouns). All the remaining variations in a language belong to the Verb group, Malayalam (the vernacular of Kerala in India) having the least number, followed by English, with 1877 variations or 1877 family members for Verb. (The major problem with English is its 'non-phonetic" alphabet or non-standardized use of each letter. You can joke : "There are only 26 alphabet, but they have 260 styles of representing sounds", compelling the user to learn by-heart the pronunciations of all words except "I" and "a". ) It is in the area of Verb, the variations in the remaining languages of the world fly high, creating more complexity for the language. For example, Malayalam is the only language in the world with one word expression in one Tense, e.g. "chadunnu" which means "jump/jumps" in English. While we have to learn and use two alternatives (jump or jumps with the same meaning) in a Tense of English, the users of Hindi language (the national language of India) have to learn 35 variations all of which mean only "chandunnu" or jump/jumps. Here, most irrationally, the Verb in Hindi is made to vary according to number, gender, person and status of the Actor i.e. Nouns or Pronouns, in the same Tense. Mr. Nettikkadan"s book "Inventions Galore" describes many such comparisons, which explain why languages are more difficult or simpler than one another. In that book he describes his invention "Linguistic Yardstick" which is meant to measure such unnecessary or avoidable complexity in languages. The purpose was to arrive at a scientific norm for the simplest and easiest language. His artificial language "Uni Lingua" is based on this scientific norm, where the total use of eight types of words have been limited to 39 variations including suffixes and prefixes to words. That is why UNESCO, France, offered financial help to convert it into a global language in 1983, so that humanity as a whole could have spoken a single language.

 



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