Search results for 'tag:Expressions tag:Antonyms' matching tags 'Expressions' and 'Antonyms'

Antonym of "too much"

Southerncross — Sat, 19 May 2007 22:57:27 GMT

Hello everyone,

I've come across the expression "too less" for several times now, always used by fellow non-native speakers of English.
It sounds pretty weired to me, but after all, google still finds 580'000 matches. So is it something often confused or am I wrong in believing "too little" or "too few" respctively are much more appropriate?

Thanks for your help

Re: What is the opposite of Sin?

Anonymous — Sun, 01 Oct 2006 07:11:32 GMT

The Antonym of Sin

In order to arrive at a suitable antonym for the word âsinâ, one must understand the word as it is correctly used in the English language. This explanation will address the meaning of sin and its antonym in an attempt to assist in gaining a more thorough understanding.

As a verb, sin is the act of missing the mark, falling short, or transgressing the law. As a noun, sin is the state of being off the mark, fallen, or out of accordance with the law. The opposite act of sin is reaching the mark and acting in accordance with the law. For clarity, one must know what the intended mark is, what is being fallen short of, and what law is being transgressed by sin. Another simple definition of sin is estrangement from God. In this case, the mark is what God intends one to achieve. Sin is falling short, or going against the law of God.

A single word meaning the opposite of sin may be used in noun form or as a verb to denote the opposite state or act of sin. The most specific antonym of sin is the noun godliness. As a verb, obey is probably the most accurate antonym of sin, but this word used by itself lacks association with anything specific, as one could âobey the law of sinâ. A single word to denote the act of keeping the law of God is hard to find. Examples of these antonyms in sentence form may be, âI would rather live in godliness than die in sinâ, or âI strive not to sin, but to obey God.â Notice the noun use of godliness is more descriptive, but the verb use of obey relies on the noun âGodâ to convey its full meaning.

One could attempt to remove the word âGodâ from the second example, but the meaning of sin and its antonym would become vague. Likewise, nouns such as âobedienceâ are not specific enough to convey full meaning. Even morality and virtue can be viewed as being relevant terms, albeit only by some. For a more complete understanding of sin and its antonym one must address the subject of good and evil. For an accurate understanding of good and evil, one must acknowledge the existence of an absolute point of reference in terms of morality. Otherwise, the entire concept of good and evil would be only relative and sin or its antonym would be ultimately meaningless.

God, in absolute terms, is the self-existent one, or the âI am that I amâ. The Hebrew word for the self-existent one is YHWH, referred to as the name of God. Some ways people pronounce this name are Yahweh or Yahavah, but the meaning is what is significant. A shorter version of the name is Yah. In some dialects the âYâ is pronounced as a âJâ sound, and âWâ as a âVâ sound and various vowels are inserted, such as in Jehovah, or Jah. Regardless of the word itself or name used, the existence of God is not dependent on any other. âGodâ, as the word is being used in this context, refers to the one that self-exists, or is absolute.

Godliness is the condition of obedience to God, or to be acting, speaking and thinking in accordance with God. Only God, as the absolute point of reference can determine what is good and what is evil. God is good, and goodness is that which is of God. Evil is that which opposes God, or that which is not in accordance with God. Sin puts one out of harmony with God. It is the act of going against God and finally puts one out of existence. Obedience keeps one in harmony with God and therefore in existence with God. It is actually simpler to consider that sin is the antonym of godliness rather than godliness being the antonym of sin.

In light of this explanation, the biblical statements that âall have sinned and fall short of the glory of Godâ, and âsin, when it is finished brings forth deathâ, make perfect sense. The Genesis account shows that humanity is in a fallen state, which puts the world in the deadly state of disharmony with God. Speaking of the tree of the knowledge of good and evil, man is told by God, âIn the day you eat of it, you shall surely die.â Naturally, mankind sins and their immediate reaction is to hide from God, in shame, attempting to cover themselves with fig leaves. The account reveals mankindâs inadequacy to remedy his own problem, so it continues to tell how God made coats of skin from animals to cover them. Someone had to die, and in this case the sacrifice was an animal. But mankind was still not in total harmony with God, they were simply covered for the time.

The only way one can be brought back into harmony with God or reconciled to God and made sinless is to be forgiven and made whole again, ultimately to be at one with God.

The self-existent one also has expression self. Oneâs expression can be called oneâs âwordâ. In Greek, the word âlogosâ signifies expression or representation as a logo represents a company in modern usage. There is some very good news that the word of God has become manifest in human form, and is referred to as the âsonâ of God, since he came as a man from God and lived as the expression of God, representing God to mankind. He appeared to reveal attributes of God, such as character, and to make manifest the will of God, as a light to the world. He remained in obedience to God throughout his life and did not sin. Therefore, there would have been no consequence of death resulting from any of his actions. The self-existent one whose name is called YHWH was his father. And it was YHWHâs will to sacrifice his own son so that mankind could be reconciled to him, the only God, and saved from the death that was the consequence of sin.

âYahshuaâ in Hebrew essentially means âYHWH savesâ. Although some of the specifics are debatable, in English, Yahshua is pronounced Jesus. The man who came as the word of God in the flesh was also given by God as the perfect and complete sacrifice by which the sins of mankind would not merely be covered, but entirely removed, thus allowing full forgiveness, reconciliation, restoration, salvation, wholeness, harmony and being made at one with the self-existent God by whom all life is given.

But there is more good news. Not only was the son of God given as a sacrifice for sin, but he was brought back to life after being dead and buried for 3 days, then he ascended into heaven where he is currently with God, YHWH, his Father and serving as the mediator between God and mankind. Everything God says is true, and since Yahshua was and is the living word of God, his words are true. He promised to return to this Earth and the kingdom of God would be established over the entire world. There is a lot more to the good news, but his message was and is to repent, which means to turn away from sin, and believe in the good news, because the kingdom of God is at hand.

As previously mentioned, sin is the antonym of godliness, which puts one out of synch with God, or separates one from God and ultimately life. Therefore, the ultimate antonym of sin is not only in keeping with the law of God, but will eradicate sin and put one who has sinned in harmony with God and give eternal life. The ultimate antonym of sin is the expression of God through his son who was sacrificed for that purpose and resurrected from the dead to save those who believe and live according to this good news. In his own words he stated that eternal life is to know the only true God and his son, Yahshua the Messiah, whom God sent.

Which is correct?

Anonymous — Fri, 29 Sep 2006 23:54:25 GMT

âThe Tobacco Company talks well. Representatives of the industry itself came forward to us and asked if we would go to the table...â âPBS article on the Tobacco industry.

â'Tis but a peevish boy, yet he talks wellâ¦â-Shakespeare.

âOn good days, he does everything well: reads well, talks well, takes disappointment well.â -Chapter 2 of Autistic Spectrum Disorders: Finding a Diagnosis and Getting Help by Mitzi Waltz.

âShe is short and round and talks well in class, pleasing the teacher...â âFrom John Updikeâs book, Terrorist.

âIt was an interesting hour. I was unable to get a word in; she talks well, but at length...â âStephen Miller, from Yale University.

âHe speaks wellâ or âHe talks wellâ? Which is correct? One man says, âHe speaks wellâ, but the other says both are. I agree with the latter. First, let us look at these two words, speak and talk.

Talk:
1. To articulate (words): The baby is talking sentences now.
2. To give expression to in words: talk treason.
3. To speak of or discuss (something): talk music; talk business;
4. To speak or know how to speak in (an idiom or language): talked French with the flight crew.
5. To gain, influence, or bring into a specified state by talking: talked me into coming; talked their way out of trouble.
6. To spend (a period of time) by or as if by talking: talked the evening away.

v. intr.
To converse by means of spoken language: We talked for hours. See synonyms at speak.
To articulate words: The baby can talk.
To imitate the sounds of human speech: The parrot talks.

Speak:
1. To utter words or articulate sounds with ordinary speech modulation; talk.
2. To convey thoughts, opinions, or emotions orally.
3. To express oneself.
4. To be on speaking terms: They are no longer speaking.
5. To deliver an address or lecture: The mayor spoke at the rally.
6. To make a statement in writing: The biography speaks of great loneliness.
7. To act as spokesperson: spoke for the entire staff.
8. To convey a message byâ¦ and so on and so forth

v. intr.
To articulate in a speaking voice: spoke words of wisdom.
To converse in or be able to converse in (a language): speaks German.
To express aloud; tell: speak the truth.
To express in writing.
Nautical. To hail and communicate with (another vessel) at sea.

In a quicker sense, these words are synonyms. Synonyms are different words with similar or identical meanings and are interchangeable. Antonyms are words with opposite or nearly opposite meanings. That means, since these two words are synonyms, they are therefore interchangeable.

Interchangeable
1. To switch each of (two things) into the place of the other.
2. To give and receive mutually; exchange.

That means these two words can be switched around in an instant, without grammatical issues, though I do agree, âspeaks,â sounds betterâ¦ but thatâs not the issue. The issue is that âtalksâ is correct, no matter how bad it sounds. Itâs simply replacement.

âThey held the criminal for 48 hours.â âHe detained the criminal for 48 hours.â
âIn less than 2 weeks, the Germanâs took Poland.â âIn less than 2 weeks, the Germans captured Poland.â
âThe teacher conversed with his students.â âThe teacher chatted with his students.â
âThey rescued the hostages.â âThey recovered the hostages.â
âHe discovered the remote under the couch.â âHe found the remote under the couch.â
âHe speaks well.â âHe talks well.â

Thereâs no real difference. He canât very well argue with the English language. He canât argue with the man from Yale. He canât argue with Shakespeare. He canât argue with professional writers. Oneâs not correct, they both are. One may sound better to oneâs ears, but that doesnât make the other incorrect? I like âHe threw the football.â over âHe tossed the football.â but is either incorrect? No. Theyâre the same thing, they have the same grammatical standing, and though one may seem more formal, that doesnât take away from any fact. Thank you.

That's my argument. I'd like you all to vote for the which is correct?

1. Both(My argument)
2. Just "He speaks well."(His argument)
3. Just "He talks well."

Re: Should it be in the subjunctive?

Marius Hancu — Tue, 26 Sep 2006 22:23:38 GMT

Opportunity vs. chance

You may want to buy this dictionary:

Merriam Webster's Dictionary of Synonyms: A Dictionary of Discriminated Synonyms With Antonyms and Analogous and Contrasted Words

very good for such comparisons, which says:
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Chance applies chiefly to an opportunity that comes seemingly by luck or by accident. Sometimes the word means little more than a fair or a normal opportunity, especially in negative expressions.
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Also:
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synonyms OCCASION, CHANCE, BREAK, TIME:

opportunity indicates a combination of circumstances facilitating a certain action or inviting a certain decision <it was deemed advisable to continue the case ... in order that we might have an opportunity of giving to the whole subject a more deliberate consideration -- R.B.Taney> OCCASION is likely to convey the notion of the period or time at which an opportunity is offered; since this may be fleeting, OCCASION may suggest a combination of circumstances that are urgent and quite likely to evoke action or that have evolved in <afterward she can explain ... as occasion shall require -- F.W.Maitland> <so long as a child is with adults, it has no occasion for the exercise of a number of important virtues -- Bertrand Russell> CHANCE is close to OPPORTUNITY in this sense <the most challenging opportunity of all history -- the chance to help create a new society -- Wendell Willkie> It may suggest a situation arising accidentally <in war lay the greatest chance of his life -- H.L.Mencken> or a fair situation arising in an equitable allotment of things <only those who have a special cause to plead will hold that ... children of the poor [have] the same chances as those of the well-to-do -- John Dewey> BREAK, formerly a slang term and more common in the United States than in England, suggests a turn of luck or an opportunity offered by luck or by an act of kindliness from one with power or influence <not a single day of storm, not one day of flat calm, only a few days of variables did he experience. He had all the breaks -- S.E.Morison> <Communist promises of a better break for the common people -- A.E.Stevenson b. 1900> TIME may be used as a synonym for opportune time or occasion <an adversary of no common prowess was watching his time -- T.B.Macaulay>

http://unabridged.merriam-webster.com (26 Sep. 2006).
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Re: :::::: HOW TO SPEAK AND LEARN EGNLISH ::::

Exclusive — Fri, 03 Mar 2006 04:40:42 GMT

How To Learn English ?

PART 2

Learning a language is mainly based upon self-struggle. Maybe the only thing to be done by the teachers on this subject is to advise a method. Because, in a sense, language cannot be taught but learned. So, itâs suitable that the students are shown ways to increase their capabilities and advised methods that give path to discoveries, instead of being obliged to memorize piles of information.

In language learning process, a target should be made clear at first. What can be expected from a student who cannot answer the question âWhy are you learning this language?â. This point should not be forgotten: Language itself is used to reach some certain aims, to make some certain plans real in the real world. Therefore, one should have a target while s/he study a language.

Under the light of these facts, what must your target be? The decision seems to depend on you.
Success in learning a foreign language is closely related to the studentâs knowledge of his/her native language (But, unfortunately, because of the variety of materials in ELT, English is taught in better ways than the native language). A student adds the information s/he knows about his/her native language to the language s/heâs learning at present. Sometimes just the opposite is also possible. A foreign language can make understanding of the native language easy. The student realizes that his/her native language is another language among the others and becomes much more aware about the activities s/he carries out about his/her native language. As Goethe says âOne cannot know his/her native language if s/he does not know his/her native language.â

Repetitions and using the language are vital in language learning. Itâs very easy to learn something if you really need it. Therefore, âmotivation,â which has a main role in learning, should not be ignored.
A language seems to be a pile of infinite rules, but you do not have to know all of them. Once you learn the basic rules, you start to analyze and realize the other rules with ease. The important thing is to understand where these rules are applied, not to memorize them, anyway. Using a language sufficiently is more important than knowing a lot about it.

Learning a language requires talent as well as knowledge; and talent is gained only through practice. You may know how to drive a car, but you have to have much practice to be a good driver.
Practicing with simple examples is not a good idea. Everybody should try to use the language in complexity to gain the ability to think and express him/herself fast.

Memory
Repititio est mater studiorum. (Repetition is the basis of learning.)
The things you remember are the ones to which you pay attention to. Itâs vital to repeat in order not to forget. The secret in not being able to forget the things of great importance to us is repeating them.
The more you know about something, the easier it is to remember it. The more you know about somebody you have met recently (i.e., his/her country, fatherâs name, occupation, school, etc.), the easier it is to remember his/her name, for instance. Addressing him with his name several times, establishing connections between his attributes and the others you have known already makes remembering his name easy. Because, if newly learned information is based upon the old ones, they will not be forgotten with ease.
To learn a new word is similar to meeting a new person. To have information about this new word in detail (itâs written form, pronunciation, word type, base, affixes, etc.), using it orally and in written form several times, establishing links between our past and present knowledge can make remembering easy. This fact must always be on your mind: To remember something, you must recall a clue about that invoke your feelings.
Systematic information may easily be acquired. The opportunity to make a comparison among the arranged sections gives strength to the message and meaning of the text. Only the meaningful things can be remembered.
Another obstacle waiting for the students is to digest the unfamiliar information getting familiar with them in time. Itâs the teacherâs duty to arrange this unfamiliar information and present it to the students.
â¢    Knowledge about language can be divided into three main groups:
1. Knowledge of Vocabulary
Words in target language may be divided into two:
a. Words we recognize: They are the ones we understand passively as if we work out their codes while reading or listening.
b. Words we use: They are the ones we produce actively as if we write a code for them.
(A warning: Communication mustnât be understood that simple. The network of concepts in the brain is in a very complex relationship.)
In understanding process, we follow a way that is from sounds and images to meanings. In oral or written forms, this way is from meanings to sounds and images. Perception is based upon analysis, recall and memorization. Usage is related to synthesis and reproduction. In language learning, perception must precede using the language. If the studies are directed to writing in the target language, learning should take place from a word in the source language to its equivalent in the target language; if directed to reading, this should happen from a word in the target language to its equivalent in the source language.
Researches about memory have shown that words are memorized by connotations. There is also a close relationship between recognizing a word in different texts and using it sufficiently. Therefore, to comprehend the word, it should be put in the middle of a firm network of connotations knitted by preliminary knowledge.
Words in our memory are in a relationship with each other not only in the viewpoint of sound, part of speech and meaning but also in the viewpoint of âshapeâ. We link the words alike in our memory. This link also exists among the words in a text. Coherence, that is the relationship between the concepts, reinforces the connection of meaning. For that reason, reading on a specific subject systematically, that is to say directed to a specific aim, increases the knowledge of vocabulary.
Fries, a linguist, divides knowledge of vocabulary into four:
1. Fundamental words necessary for recognition the structure of the language.
2. Words necessary for forming new words.
3. Words necessary for recognition while reading or listening.
4. Words necessary for special.
Essential points that must be focused on in choosing words for memorizing can be summarized as:
1. Frequency
2. Extensivity
3. Usability
4. Suitability for learning
Continuous listening and reading are the best ways to increase the knowledge of vocabulary. In more contexts you meet a new word the more it is easy to digest it. However, it is possible to make use of some methods before proceeding into this condense reading phase.
You can find the most appropriate method for you trying the ones about memorizing words below:
a. Try to use the newly learned word not only in one sentence but also in a context formed by several sentences. You may use some new words together and even write a short story with them. So, the number of links in your ânetwork of connotationsâ will be increased. This network of connotations is very important in improving the talent of communication.
People think with the help of frames of concepts. For instance, there is a mental frame of Lincoln in an Americanâs mind, and inside the frame are full of information piles. As an example, pronoun âheâ is used when heâs mentioned for that heâs male, he was the sixteenth president, he was assassinated and killed, etc. These piles of information differ accordingly with experiences. The frames in a new studentâs mind are not full at the beginning. Then, as the experiences increase, the frames get filled. These frames are not in an order as one after the other, but they are in a complex network. This complex network, formed by the frames of concepts in relationships, plays a great role in comprehending the multi-directional and delicate meanings in texts.
b. Record the words and their meanings on a cassette and listen to them.
c. Write the difficult words in another color so that it draws your attention.
d. One of the biggest problems of vocabulary is memorizing the abstract words. Therefore, start with the concrete ones.
e. Make use of the words borrowed from the target language. (e.g. system, method, information etc.). But be careful with the change of meaning on some words.
f. Try to remember the words with the resemblance of the sounds with your native language.
g. Memorize the words dividing them into classes. (e. g. colors, fruits, vegetables, etc.)
h. The connotations increase if you memorize the words that are similar in written forms together. (e.g. stationary - stationery)
i. You can use some mnemonics while memorizing words. E.g. in the above-mentioned example, âstationaryâ is an adjective. The only difference between the two words is on the last third letter. The one with this last third letter âaâ is the adjective. (That is âstationaryâ)
j. Words starting with the same letters (or sounds) can be memorized together (e.g. when, which, who, where, what, etc.)
k. Remembering becomes easy if a relationship is established between the word and its physical attributes such as color, sound, smell, etc. (E.g. fruits)
l. Some other relationships such as the words and their functions are also useful. (E.g. furniture that is used for sitting, sleeping, etc.)
m. Memorizing the words with their pronunciation makes remembering easy.
n. Words with the same roots can be memorized together. (E.g. white, whiten, whitish)
o. Connections between the words and the texts can be established.
p. Practicing on texts with some words excluded, guessing the words not written or written partly are also good study for learning the words in context.
The elements causing connotations between words can be ordered as:
a. Synonyms (e.g. flower = blossom)
b. Antonyms (e.g. wet X dry)
c. Classifying as sub-groups (plant > rose)
d. Classifying as upper-groups (spinach < vegetable)
Or: Some other links may be organized between a word against two words.
giving X receiving    = taking
old X new     = young
good X bad    = poor
Elements helpful for guessing the meanings from the context are:
a. Title: Calls up the words related to the subject since it determines the subject
b. Repetition: It is easy to guess the meaning of the word that is repeated in different sentences.
c. Logical correlation: To guess the meaning of a word you can look for logical correlations such as the cause and result relations of the word with the other words.
d. Definitions
e. Examples
f. Similarities
g. Synonym and antonyms
h. Summary: The summary of a text may have clues about meanings of words since itâs a repetition in a sense.
2. Pronunciation
a. Repeat a word carefully after hearing it.
b. Record your own voice on a cassette and compare it with a native speaker.
c. Try to say a sound first on its own, then in words or even in tongue twisters.
d. Make a list of âdifficultâ words for you and study them more carefully.
e. Choose a dictionary and try to get familiar with its transcription system.
3. Grammar
a. Decide on which areas are you successful at, such as changing the tenses of sentences, filling in the blanks, translations, answering the questions, writing a composition etc.
b. Use the tenses not in different sentences but in the same one.
c. Make sure if you are good at oral or written exercises.
d. Decide if an exercise is more useful with rules given beforehand or after.
e. You can notice the exceptions if you put every new grammar rule into an empty grammar table in an orderly fashion. Do not forget to add extra information for unclear points while repeating.
Basic Skills
1. Listening
One learns to understand and speak the target language imitating and listening to a native speaker. Listening to the target language not only improves your reasoning but also helps your pronunciation and speaking.
Choose the listening material according to your aim. If you have started recently you may improve your memory by listening to the cassettes of a text and your pronunciation by repeating what you listen to. Further on, you may increase your perception, grammar and vocabulary by listening to cassettes of conferences, stories and interviews.
The obstacles while listening to something in the target language are:
a. Not being able to remember the long texts
b. Fast speaking of native speakers
c. Unknown vocabulary
The biggest mistake of a student while listening is that s/he tries to understand each and every word. On the other hand, as it is the same in our own language, we usually understand someone not according to what s/he says but according to his/her intention. (Thatâs why we listen to him/her as nothing happened when s/he says something wrong not on purpose). Once we understand his/her intention we do not pay much attention to every word s/he says. Hence, we hear what we hope to hear in a sense. Because, we face with familiar structures and expressions continuously. (Even the ones we are surprised at are within a limit of familiarity, but when this limit is exceeded we react. For instance, we laugh when we hear a child talking like an adult, or an adult talking like a child.) Perception requires choosing the âimportantâ; but if we try to concentrate on every word we hear we cannot talk about perception because of the weight-load of the mind. We need time to get used not to pay attention to the extra information.
A successful communication depends on understanding the person you are speaking to by reasoning with the help of his/her sayings. Besides, talent of communication improves not only with being expertized in language but also with the increase of experiences in society. It is hard to keep the sentences in mind in a foreign language. So, it is suitable to classify them briefly in order to remember them.
Repeating what you listen both reinforces the memory and helps you comprehend the logic of that language listening to something to talk about it later helps you concentrate on that subject. Gestures and mimes also make understanding easy. Body movements, facial expressions, instant changes in breathing, stress and duration of pauses are âbeyond languageâ clues of that kind.
2. Speaking
Speaking about a subject requires some conditions.
a. Meaning
b. A correct grammar
c. Correct pronunciation
d. Suitable words
Mistakes in speaking tend to increase since you have to express yourself faster than in writing. Other conditions are not usually so distinct because meaning is important. Few mistakes of the speaker are accepted because examining each sentence of his/her is too hard for the one s/he is speaking to. The important thing is to notice the repeated mistakes. There is a âtolerance of mistakesâ in each language. Knowing the limit of this assures you speak in a more comfortable way.
Social English (How do you do, see you around, etc.) is also necessary for a fluent and sufficient speaking.
Memory plays a great role in dialogs. Responding the one you are speaking to depends on using the memory adequately. Answering a question of someone relies on comprehending the intention of him/her and guessing his/her allusions.
The importance of knowledge of vocabulary is unquestionable in fluent speaking. But, it is wiser to reach the level of talking about what you mean briefly instead of trying to memorize every word you meet. Because language is for communication. A parrot repeats words but it cannot speak.
3. Reading
Do not look up each word you meet in a text, so be careful while choosing the texts you will read. Look up the words you do not understand after reading the text several times. Do not lose time with the ones you are able to guess. Increase the number of pages and the level of texts as days pass. Choose texts on your favorite subjects. Do not forget to study the magazines and newspapers as well as books. Pictured materials are more comprehensive with the clues they contain. âWho,â âwhere,â âhow,â questions are very useful to perceive the flow of the events and the gist of the text. If you do not understand some words do not give up. Go on reading. Some ambiguity prevails in our native language as well, but we do not give up reading hoping the text will be clearer after a while. This is the same for a foreign language.
Dialogs are easy to remember since they contain real communication among people and are social units. Therefore, they are more important than written texts; and the best way is to stay in the country in which the target language is spoken.

4. Writing
Writing helps us make established to expressions we learn In the target language more lively and remember them. Keeping a diary, writing a short story, summarizing the daily news can contribute to us in acquiring a writing habit. Writing about your ideas of a book you have read, extracting some passages, taking notes on some aphorisms may be beneficial.
5. Translation.
Though it seems as an outdated method, translation is a helpful element that helps students improve their basic skills (reading, writing, listening, speaking). Especially, students can acquire conscience about language through the knowledge of Text-linguistics which studies the elements of a text. Besides, students will have a general information about the subjects they translate. While making a literal translation a method mentioned below may be used. First you read the text several times. You can talk about the ambiguous points in consultation with others. The unknown words are looked up in a dictionary. Then, with the help of a Thesaurus you find these words in the target language that draws the border of the semantic field of the one in the source language. After learning this frame of concept of the word you can find the exact word in an English to English dictionary (if you are making a translation into English). Using a dictionary that gives details about the conceptual fields of a word and its usage is very helpful. (e.g. Collins Cobuild Dictionary.) You choose the best word with the aid of your intuition. Then, you may check which verbs, objects, adverbs, etc. to use with the word in a dictionary such as BBI Combinatory dictionary of English.
Translating on technical fields is also attractive for students; and in that way they can memorize the terminology of a specific field.
Practice is essential
Language should not be a pile of rules but a skill. The points mentioned below may be some of the exercises in the target language.
a. Grammar exercises
Students generally accept a rule as it is and do not try to use it in a different way. The rules should be used as flexible as possible.
b. Vocabulary exercises
When you hear a word try to use it with different objects (E.g. to finish, to finish a school, to finish a work, etc.)
c. Exercises on suffixes, affixes and prefixes
If you know the suffixes, affixes and prefixes in forming words you may memorize words very easily (E.g. reader, rider, teacher, etc.)
d. Speaking exercises
The easiest way to practice is to make repetitions silently, because there is no need for a specific place, time and book. For instance, you can try to say the names of things around, or translate the dialogs during shopping, etc.
e. You can make use of word games, puzzles, etc.
Conclusion
The ability of understanding and using a language is improved not only by learning the meanings of words but also with social experiences, different relations initiated with several people and with continuous studying. As your ability is improved you start to think in the target language. Meanwhile, understanding the jokes and dreaming in the target language are proofs of your progress.
While learning a foreign language a successful student does not claim that he does not know anything about that language. On the contrary, s/he tries to save time finding the similarities and differences between the two languages in the fields of vocabulary, pronunciation and grammar. With constant practice he tries to acquire a firm thinking and an effective communication ability.
Do not forget:
âPractIce makes perfectâ

Re: implict v.s unequivocal v.s overt

pieanne — Sun, 16 Oct 2005 15:42:09 GMT

Davkett wrote:
Pieanne wrote:

"Covert" means "implied", which is the total antonym of "implicit".

Pieanne, did you also make a flub here?-- Implied is an antonym of implicit?

Here's the corrected version of my earlier post ( which I've since deleted because it was so misleading due to the missing word):

In addition, Jeff-- implicit does not have a synonym in ambiguous. Something expressed indirectly is not the same as something expressed ambiguously. Directness/indirectness should not be equated to clarity/ambiguity.

To quote a well-known ambiguity in a direct expression: 'I saw the man on a hill with a telescope.' (Credit to a recent post by CJ.)

Why "also", Davkett?

(just jokin' !)

Re: implict v.s unequivocal v.s overt

davkett — Sun, 16 Oct 2005 15:10:42 GMT

Pieanne wrote:

"Covert" means "implied", which is the total antonym of "implicit".

Pieanne, did you also make a flub here?-- Implied is an antonym of implicit?

Here's the corrected version of my earlier post ( which I've since deleted because it was so misleading due to the missing word):

In addition, Jeff-- implicit does not have a synonym in ambiguous. Something expressed indirectly is not the same as something expressed ambiguously. Directness/indirectness should not be equated to clarity/ambiguity.

To quote a well-known ambiguity in a direct expression: 'I saw the man on a hill with a telescope.' (Credit to a recent post by CJ.)

Re: Antonym/ DELICACY

jeff_999 — Tue, 06 Sep 2005 17:21:46 GMT

It does, Davkett.

Here is its definition I drew from http://dictionary.reference.com/search?q=simplicity

Simplicity

n. pl. simÂ·plicÂ·iÂ·ties

The property, condition, or quality of being simple or uncombined.
Absence of luxury or showiness; plainness.
Absence of affectation or pretense.
1. Clarity of expression.
2. Austerity in embellishment.

(Sorry, that's the typo. )

Re: WORDS

trellis — Mon, 24 Nov 2003 10:41:09 GMT

"two same words with different meaning?"

Most words have various meanings.
You must convey or perceive a word's meaning through context.

Here is just one example out of many thousands of mulitiple meanings words:

bear (bÃ¢r) verb
bore (bÃ´r, bor) borne (bÃ´rn, born) or born (bÃ´rn) bearing, bears verb, transitive
1. To hold up; support.
2. To carry on one's person; convey.
3. To carry in the mind; harbor: bear a grudge.
4. To transmit at large; relate: bearing glad tidings.
5. To have as a visible characteristic: bore a scar on the left arm.
6. To have as a quality; exhibit: "A thousand different shapes it bears" (Abraham Cowley).
7. To carry (oneself) in a specified way; conduct: She bore herself with dignity.
8. To be accountable for; assume: bearing heavy responsibilities.
9. To have a tolerance for; endure: couldn't bear his lying.
10. To call for; warrant: This case bears investigation.
11. To give birth to.
12. To produce; yield: plants bearing flowers.
13. To offer; render: I will bear witness to the deed.
14. To move by or as if by steady pressure; push: "boats against the current, borne back ceaselessly into the past" (F. Scott Fitzgerald).

verb, intransitive
1. To yield fruit; produce: peach trees that bear every summer.
2. To have relevance; apply: They studied the ways in which the relativity theory bears on the history of science.
3. To exert pressure, force, or influence.
4. a. To force oneself along; forge. b. To endure something with tolerance and patience: Bear with me while I explain matters.
5. To extend or proceed in a specified direction: The road bears to the right at the bottom of the hill.

bear (bÃ¢r) noun
1. a. Any of various usually omnivorous mammals of the family Ursidae that have a shaggy coat and a short tail and walk with the entire lower surface of the foot touching the ground. b. Any of various other animals, such as the koala, that resemble a true bear.
2. A large, clumsy, or ill-mannered person.
3. a. One, such as an investor, that sells securities or commodities in expectation of falling prices. b. A pessimist, especially regarding business conditions.
4. Slang. Something that is difficult or unpleasant: The final exam was a bear.
5. Slang. A police officer, especially one using radar to apprehend speeding motorists.
[Middle English bere, from Old English bera. Sense 3, probably from proverb To sell the bear's skin before catching the bear.]

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"two different words with different meaning but is pronounced the same way?"

Words like that are called homonyms. [see the post above]

For example, bare is a homonym of bear.
It sounds the same, but it is a totally different word.

bare (bÃ¢r) adjective
barer, barest
1. Lacking the usual or appropriate covering or clothing; naked: a bare arm.
2. Exposed to view; undisguised: bare fangs.
3. Lacking the usual furnishings, equipment, or decoration: bare walls.
4. Having no addition, adornment, or qualification: the bare facts. See synonyms at EMPTY.
5. Just sufficient; mere: the bare necessities.
6. Obsolete. Bareheaded.

verb, transitive
bared, baring, bares
1. To make bare; uncover or reveal: bared their heads; baring secrets.
2. To expose: The dog bared its teeth.
[Middle English bar, from Old English bÃ¦r.]
- bareÂ´ness noun

+++

Here are two more words about words:

A Thesaurus is a book that is filled with synonyms.
You can use a Thesaurus to find alternate words with the same or a similar meaning.

synonym (sÃ®nÂ´e-nÃ®mÂ´) noun
Abbr. syn.
1. A word having the same or nearly the same meaning as another word or other words in a language.
2. A word or an expression that serves as a figurative or symbolic substitute for another.
3. Biology. A scientific name of an organism or of a taxonomic group that has been superseded by another name at the same rank.
[Middle English sinonyme, from Old French synonyme, from Latin synonymum, from Greek sunonumon, from neuter of sunonumos, synonymous. See SYNONYMOUS.]
- synÂ´onymÂ´ic or synÂ´onymÂ´ical adjective
- synÂ´onymÂ´ity noun

+++

In fact, the homonyms bear and bare can sometimes be used as antonyms.
They sound the same but have opposite meanings.

My apple tree will bear many fruits in the late Summer,
but the branches appear dead and bare in the middle of the cold Winter.

antonym (Ã nÂ´te-nÃ®mÂ´) noun
Abbr. ant.
A word having a meaning opposite to that of another word: The word wet is an antonym of the word dry.
[ANT(I)- + -ONYM.]
- anÂ´tonymÂ´ic adjective
- antonÂ´ymous (Ã n-tÃ²nÂ´e-mes) adjective
- antonÂ´ymy noun

The American HeritageÂ® Dictionary of the English Language, Third Edition copyright Â© 1992 by Houghton Mifflin Company. Electronic version licensed from InfoSoft International, Inc. All rights reserved.