Technical English for heterogeneous students through Expressionist Art:

Nowadays English is used for specific reason. It is been restricted for a limited concern (Learning English for specific purpose: for business, business English; marine, Maritime English; and etc.) Similarly, English is learnt for technical purposes and its syllabi is more grammar- oriented. (How to make this cross meet?) In this thesis, Technical (scientific) and Grammar (syntax) will meet on a single line with body language as a tool to twirl it. English has become a global language. And this language is intellectually called as globalish by experts. (English + global = Globalish). English is the widely spoken language; the concept-globalization had taken this communication-tool to subscribe for world-traders to market their products. While learning this language, mixed emotions can be witnessed among the first generation students of lower social status (rural students). There are categories of students learning English for different purpose. A section of students knew the need for learning English as a source of communication. Secondly, a section feels it as just a language-subject that is to learn among technical subjects is mere a waste. The third section of students feels English, an hour to relax. Rarely, a section of students learn English passionately for its supra-segmental features for its aesthetics. This project-thesis is not to find the root cause of the students reaction to the subject, but it is to identify how rural students mentality can be changed to learn the language through expressionistic art, that is through gestures and postures; because urban students have learnt the language biologically. Expressions are lively gestures. Human beings transfer their language emotions through gestures and postures; in it 55% of the language is expressed only through these bodily decodifications. Body language is a universal language. For instance, let us consider an English speaking -foreigner communicates to a native speaker of Tamil. Considering, this Tamilian does not

understand a fragment of English language. The Englishman tries to communicate, partly, by gestures, or postures, or actions. Now Tamilian would have learnt atleast what the foreigner would have tried to communicate with the person. (This example will be presented and attached to the as a video sample with thesis.) This concept of understanding any foreign language through expression or a body language can be used to master a language in the long run. It can be strengthened by equating gestures and sounds to store as a code in the secondary memory and frequently demystify codes would master the foreign vocabulary easily. Language Skills LSRW or TLSRW? Learning, Speaking, Reading, and Writing are the four communicative skills which has been universally acclaimed and accepted. This arrangement of skills could be made right only when T is added. (T-To Think in another Language.) L stands for listening. Its real purpose is to acquire knowledge. S stands for speaking. Its purpose is to communicate orally one to one. R stands for reading. It has two purposes to serve, on one hand to read for others and on the other hand it is to read for shelf. All these skills should undergo a major skill called thinking. What is thinking? Thinking is the major process the brain would undergo while listening, speaking, reading, and writing to present it structurally in an accepted format. The thesis would prove the importance of structured thinking to gain proper listening, speaking, reading, and writing. How to think in another language? Thinking in another language is to think how the native speaker of the (English) target language would speak syntactically. Here I will not give much importance to the phonetic or mimetic of the native speakers voice but only their syntax.

This thesis would also suggest ways on how to think for the purpose of learning or to master a language easily. The Students who have problem in communicating language, especially English language will be taken into consideration for research and data. They would be tested on their thinking process.(How it works while speaking English?) What are the problems they would face while thinking will be the research records and how to rectify that is through passive or active means of teaching would be decided on the requirements. It will be discussed in the thesis. What will be the effect when you start thinking in English? In common thinking and thinking in another language is equally a hard task. Thinking needs repeated practice to do an action likely, or put into action. Similarly, thinking in another language needs rigorous practise that can be through mode of conscious (Task-based) or subconscious (Suggestopedia). It will be further discussed in the thesis. A complicated discussion would be carried out in this thesis on the students process and in-purpose of learning the English language. Drama helps to comprehend languages: In this thesis I would discuss about how my experience in Shakespearian drama which only deals with old English as dialogues and its behaviours aspects helped the audience in understanding the play.

Work cited

Webliography: http://www.language-tuition.co.uk/?tok=1&atk=184 http://www.thehindu.com/arts/theatre/article83036.ece http://www.ling-phil.ox.ac.uk/lectures Barrett, Terry. (2008) Aesthetics and Criticism of Contemporary Art. Oxford University Press. New York. p.58. Ronald Hepburn, Theroies of Art, in A Companion to Aesthetics, ed. David Cooper, Malden, Mass.: Blackwell, 1995, p.422. ELTAI Journal, July 2012 The English Classroom Journal, June 2011