Does learning English need a trigger to blossom?

Does learning English need a trigger to blossom?

G.S. Edwin, Contributor, Jakarta

Many non-native speakers value English more than a mere job-
finder, because they are enslaved and fascinated by the English
language. However, they needed a trigger in their life for their
love of English to blossom.

Today, English is increasingly taught and studied in
Indonesia. Indonesians who love English, as more than a mere
job-finder, may welcome a trigger, but they must watch-out. The
trigger is usually innocuous. See the two true events, (names
changed) narrated below.

The two persons figuring in the events, David and Krisnan,
learned English from native speakers. Both agree that James
represents a typical English teacher, a bit uppity. He always
told his students; "Don't think it is easy to learn English. It's
grammar, syntax, pronunciation and spelling are formidable
hurdles. So, don't blame me if the going gets hard. Just work
harder." They both did.

David, a non-native speaker, is a successful English teacher
today. The trigger hit him when he was a first year student in
college. A few days after joining, a highly invigorated David
jauntily walked on the college lawn. Materializing from nowhere,
the principal of the college reprimanded him, saying, "You are
fined 10 rupees (US$2 in 1949) for walking on the lawn."

David was at fault because he had not seen the placards
warning against walking on the lawn, but the fine was harsh. He
went to the principal's bungalow to plead with him and get the
fine canceled.

The principal said, "I don't negotiate about fines" and
leaving David alone in the hall, went away inside the bungalow
saying, "Find the door."

David was perplexed. There was only one door, by which he came
in, tall, wide and fully open and near him too. Asked to find the
door, that needed no finding, was spooky. Eventually, David came
back to his hostel. Unable to suppress his curiosity, he asked a
friend why the principal said, "find the door," which needed no
finding.

His friend laughed and told him "you moron, it meant get lost,
and good you did not get thrown out."

This event, however unremarkable, was David's turn-around. To
him, the ability of three words to twist, torment and impose will
was an awesome display of the power of English. Then again, that
a string of words taken literally meant something that was so
different from what the expression actually meant was mystifying.

To David, only English can do it and he went for it. Later, he
eulogized, "No wonder diplomats love English," and added "I am an
admirer and an avid learner of English." Yet, my dedicated
learning process, is like, a march toward horizon, and my
progress, however far it goes, shall always be a work-in-
progress."

Krisnan was hit by the trigger when he was attending an
English lecture on "Brevity is the soul of wit." The speaker
narrated a story to illustrate the point. Joseph Addison was the
editor of the paper The Spectator, one of the famous papers in
19th century England. He was invited to a conference organized by
women to speak on "Women."

Many laudatory references and tributes to the weight lent by
the mere presence of women to occasions, were made. At the end of
the conference, the chairwoman asked Addison what he thought was
great about women. Addison demurred, saying, he could speak only
from the male point of view. The woman urged him on. Addison
promptly responded, "Availability".

Krisnan was floored. Then and there he was inspired to study
not only English but also eight other languages. He did so and is
now a professional linguist.

In his opinion, "English is incomparable. In no other language
one word can be so telling and produce such a magical effect.
'Brevity is the soul of wit' applies only to English."

One day Arnold's English teacher told a story. Two young
brothers, almost given up as incorrigible, were brought before a
priest for counseling. The older boy was called in first.

To prepare him the priest asked, "Where is God?" The boy was
quiet. Probably he did not know the answer.

In a louder voice, the priest asked again. The boy fled. On
his way out, he told his brother who was waiting "come on. Let us
get out. The guy in there has lost his God and he thinks we have
stolen him."

The teacher said: "The priest asked a rhetorical question, one
to produce effect. The very opposite of rhetoric which mean the
art of persuasive speaking."

The subtlety of English fascinated Arnold. He was convinced
that a priest well trained in rhetoric, is the answer to the ills
society. He mastered English and became a priest. Today his
parish, under the benign grip of his rhetoric, flourishes,
spiritually.