II/204, Park View Road, N.Paravur
Ernakulam, Kerala-683513
Ph        : 9656674187
E-mail :

What is Mental Grammar?
Mental Grammar is a form of internal linguistic knowledge which operates in the production and recognition of appropriately structured expressions in a language (what goes on in peoples’ mind). This inner sense, allows children (beginners) to combine words into intricate and varied pattern that convey meaning.

Why can’t students speak and write well-formed structures even after 6 to 7 years of formal English learning ?
It is a fact that there exists a wide gap between English Language training imparted by teachers and skills learnt by students. The Non-native students from the elite background pick up mental grammar of English language from their societal-environment before 7 years and they become operational in primary order skills (listening & speaking). Therefore they can read, comprehend, speak and later on write Higher-Order structures without difficulty. This grammar is subconscious and is not a result of any teaching. It is similar to acquiring Mental Arithmetic, but disadvantaged non-natives do not have the environment to acquire Mental Grammar. They approach English language as a subject like social science. These disadvantaged learners study English in large classrooms without grasping the nuances during the initial learning process. Students are made to acquire knowledge only to score marks and not to communicate or write on their own. Hence they formulate ill-formed structures and do not have adequate English communication skills inspite of having learnt the language for more than a decade.

When and How is Mental Grammar acquired ?
Language acquisition is an acquired skill not an innate skill. Mental Grammar of home-language is acquired by five years when an initial learner interacts with a competent speaker. The learner is often corrected and guided. Through trial and error method the beginner gradually acquires ‘Mental Grammar’ of his/her home language which is the basic knowledge needed to comprehend, speak and write well-formed and appropriate structures.

What is Cognitive Verb-side Code Methodology?
This concept has two components:-
First, ‘The Cognitive Element’ - It involves the faculty of perceiving and rationalizing the appropriate structures by the brain while being involved in language skills (listening, speaking, reading and writing). ‘Language originates in the brain’. A learner should develop the ability to recognize and comprehend not only the concrete words but also the abstract words and structures during his/her initial learning process.

A learner uses both his/her brain’s left hemisphere and right hemisphere in the process of Cognitive Verb-side Code Methodology. The left brain helps in analysing things, storing words, vocabulary etc. while the right brain helps in reasoning ability, creative thinking, imagination, visualisation etc.

The second part of the question deals with the 'Verb-side Code'. ‘The verb is regarded as soul of a sentence’. It is the verb which gives the full meaning to a sentence. Ill-formed verb structure is the main cause of misinterpretation and formation of unintelligible sentences during speaking and writing by the disadvantaged nonnatives. Verb Structure contains many abstract elements which cannot be mastered very easily in large class rooms by the beginners.

Students are trained to highlight the verb part, code it and arrive at appropriate structure from the tables and formulae (Wheel Chart) provided during the learning process.

Why is the methodology bilingual ?
As mentioned earlier, the disadvantaged non-natives are proficient only in their home-language or other regional languages of their societal-environment during their initial language acquisition stage. A beginner becomes terrified and traumatised when he/she is suddenly thrust into a societal-environment that is totally strange to him. Even the highly qualified non-natives feel like a fish out of water when they are taught and trained only in English, because the nuances of English language is incomprehensible to him/her.

CEPP is Learner-centered and humanistic in approach. It takes into account the emotional and intellectual needs of a learner and is taught in modules. Once the learner becomes confident in an Artificially Created English Environment [Bridge course - Preparatory level], he/she is taught in English. It is taught in learner-friendly environment.

Why is the course called ‘Comprehensive English Proficiency Project (CEPP)’ ?
All language skills (Listening, Speaking, Reading and Writing) are considered equally important. The focus in the early stages is to enhance the learner’s mental grammar acquisition. Later they are made to listen and read various articles, texts, stories, etc. especially Amarchithrakathas, Enid Blyton’s books, comics etc. They are involved in role-plays and other commutainment activities to attain over all comprehension and proficiency in English language.

CEPP ensures better understanding of the basic concepts in English language; required for all academic studies. Thus the result of this project is far reaching and will assist higher education in due course.

How is ‘Comprehensive English Proficiency Project (CEPP)’ different from other Communicative English classes ?
Most of the other English classes are conducted through Direct Method (teaching only in English), Translation Method, Grammar Oriented Techniques, Accent Training so on and so forth. These English language trainers presume that since their students have had some working knowledge of English, acquired during their formal education, they are able to recognize, comprehend and produce well-formed English structures. They are ignorant about the concept of Mental grammar acquisition hence those methods are not learner-centered.
Comprehensive English Proficiency Project (CEPP) is radical, scientific, interactive and bilingual in nature. It addresses the problem of mental grammar acquisition by non-native (Bridge-course) before embarking on Listening, Speaking, Reading, Writing and other Operational Activities. An initial learner is trained and monitored from two years of his mental age, enhancing his ability to acquire mental grammar of English language.

Comprehensive English Proficiency Project (CEPP) is radical, scientific, interactive and bilingual in nature. It addresses the problem of mental grammar acquisition by non-native (Bridge-course) before embarking on Listening, Speaking, Reading, Writing and other Operational Activities. An initial learner is trained and monitored from two years of his mental age, enhancing his ability to acquire mental grammar of English language.

Have the English Language Teaching (ELT) scholars been interested in the 'Cognitive Verb-side Code Methodology'?
A paper on 'Cognitive Verb-side Code Methodology' had been presented in the National Seminar on ‘Indian English Teaching/Learning @ Cyber World’ organised by the Post Graduate Department of English at Mar Athanasius College, Kothamangalam. The Synopsis of the CVC Methodology was discussed in the ‘International Seminar on English in Higher Education-Content, Pedagogy and Change’ held at St. Terasa’s College, Ernakulam, Cochin where in Dr. Fiona English and Dr. Tim Marr, London Metropolitan University, London, opined that Standard Structure is more important than Standard Accent and that in Britain only around 2.5% of the population follow the Standard British accent! Dr. Annie David,a former scholar of The English and Foreign Languages University EFLU (CIEFL) states about the CVC Methodology that “... The Approach to the problem of efficient learning is a very practical one, and it would certainly be successful at a very practical level”. ‘The New Indian Express’ dated January, 18th 2006 and ‘The Hindu’ dated May, 2nd 2006 had published an article about the CVC Methodology and Proficiency Project :- ‘No longer tongue tied’ (unique project). A programme on Cognitive Verb-side Code Methodology (Mental Grammar) was telecast on Kairali People Channel – 'Ente Vidyalayam' on September 22nd and October 6th 2012. A workshop titled:- 'Language: Acquisition, Learning & Teaching - Mental Grammar' was conducted at the 12th International & 48th National English Language Teachers Association of India at St Teresa's College, Ernakulam on 29th June 2017. Theme:- English Language Acquisition: Western Theories & Eastern Practices.

The Ministry of Human Resource Development of Secondary and Higher Education, New Delhi (HRD) has granted the Copy Right for the book & Methodology 'English Language Teaching and Learning through Cognitive Verb Side-Code Methodology (Mental Grammar)' (Intellectual Property Rights). CVC methodology has been introduced at colleges, schools and at other levels successfully.

Who can enroll for CEPP?
CEPP is for learners with some previous English language learning experience (traditionally known as false beginners) and for those who are unable to communicate even at a very basic level even after primary English education.

Will a crash course be effective for linguistically disadvantaged learners?

No, a linguistically disadvantaged learner has not been able to acquire the minimum proficiency needed to understand, speak and write English sentences accurately and appropriately from his/her societal or school environment by third standard. He/She finds it difficult to grasp ‘The Mental Grammar’ of English language so only consistent and steady practice in the presence of a trained and certified instructor will make him/her attain proficiency in English.

Back to Top