Search results for 'tag:Expressions tag:Speak english' matching tags 'Expressions' and 'Speak english'

Re: If I'm used only to Standard English, might I have trouble understanding dialects?

Tanit — Fri, 30 May 2008 14:48:26 GMT

Mr Wordy
Welsh people speak English with a distinctive lilting accent that is often described as "sing-song".

Hi,

I had never heard of that expression, and it's just perfect! I've known some people from South Wales (Swansea and Cardiff, especially) and they really seemed to sing while speaking, because of their usage of intonation. It took me some time to get used to it, but it was not difficult after all.
I also met some people from the Valleys, but never became accustomed to their accent - really hard for me.

Re: No weaker second-cousin

Kooyeen — Fri, 04 Apr 2008 18:35:06 GMT

Spoken language is the real language, the "default" one. It is actually much more precise than written language (because of stress and intonation, or facial expressions if you are face to face). So I agree: teachers should put much more emphasis on spoken English, which is also the most difficult part of English to master for ESL students.
Unfortunately, there are too many teachers who don't seem to understand that, often because they don't have a clue how to speak English themselves (foreign ESL teachers). It seems you just need to be able to fill in the blanks as expected to consider your English "good". No wonder there are learners whose written English is extremely good (good posts) but they admit they have serious trouble understanding spoken English.

Re: Two question about "where"

Velimir — Thu, 07 Feb 2008 13:27:21 GMT

Hello Ant 222,

I wouldn't say that the answer on your question is so clearcut,that's all.What I'm saying is that grammar speed up the process of the acquisition of the language.And it is beyond doubt.One reason I often come across in discussion on this issue is that a native learner may never learn grammar and still you will never have his/her grasp of language,and you can learn grammar as much as you want.Such comparison is ridiculous.Put somebody in the situation to live the language,to make for living surrounded with that language,to ask for a glass of water,or a piece of bread,and I bet he'll learn the hardest chinese dialect in no time,along with the whole trillion symbols of alphabet if needed.But people like to make things complicated when they are not. I've read an interesting sentence in one post on the forum nearby:

"Chomsky suggested that children have a built-in mechanism, which he called the Language Acquisition Device, or LAD, which pre-programs them to develop grammar based on the linguistic input they receive."

Although I don't know the context of this sentence,I understand that children have a knack for languages and all other mankind doesn't.That is,children have one device for automatic learning and when they grow up that LAD gadget break down and they are not able to automatically learn anymore,and they have to fetch grammar if they want to learn a language.
Here goes a few trillions of smiling smilies.That would make learning of language very much similar to "Star Wars" or so.I would say that people enjoy making miracles out of everything.Let me be allowed to advise you not to fall for that kind of reasoning.I mean "Look at me,I'm a miracle,I speak english gorgeuously and I don't have to learn grammar",that kind of reasoning.

As to the learning of a second language,I believe that circumstances in which the learner lives make a difference.First of all,the need to use the language daily,how much you read,how much you listen the language,which depends on his/her place of living,job, his/her affinities i.e personality,lifestyle etc.So,your learning situation and my learning situation are two different situations.More or less different.An immigrant who lives in the USA and is exposed to the english language daily,will need less grammar stuff to learn,and I need more to know about it.It is simple as that.And although,the learning of a language is pretty specific,still it doesn't mean that you don't need grammar at all.I mean you may not need a spade to dig a hole,you can dig it with your fingers,but you'll certainly find a spade helpful.If you know what I mean.Grammar gives the basis i.e the logic for learning.What grammar does is the analysis of the mechanics of a language(i.e cutting into pieces)and then put it together in the way which will make it easier to you to learn.By the way,I remember it from high school that analysis and synthesis are scientific methods in acquiring (any) knowledge.If you give proofs that it is just a useless entertainment for idle men then you'll make a scientific breakthrough,and not only in the field of language.Here goes one smiling smiley.

I think that if an ESL learner avoided confusion caused by different terminology for the same concepts (which is a major problem)and occasionaly manage to find some help when he is baffled(as it is possible from this forum for example) he'll find grammar helpful,and will not shy of it.And there is no reason for that since in essence it is not difficult,so you can read it even if you don't see its real value,and don't worry about your health,it will not put some special strain on your brain.Only when you read it and understand it you will know whether it is worth reading.
I think that Quirk gave neatly arranged structure for a correct acquisition of a language i.e its vocabulary. One can learn the bulk of the english language with the help of his grammar,of course paralelly with learning the vocabulary.Let's say 90% of it,and if somebody want to split hairs he may freely turn linguist,or if he want to learn some expression of Texas shepherds which he didn't understand and it gave him a headache,or solve logical puzzles in your leisure time,he can post a question on some forum.Or something.

Best regards

Velimir

Re: Two question about "where"

Velimir — Thu, 07 Feb 2008 13:27:00 GMT

Hello Ant 222,

I wouldn't say that the answer on your question is so clearcut,that's all.What I'm saying is that by using grammar you speed up the process of the acquisition of the language.And it is beyond doubt.One reason I often come across in discussion on this issue is that a native learner may never learn grammar and still you will never have his/her grasp of language.Such comparison is ridiculous.Put somebody in the situation to live the language,to make for his/her living surrounded with that language,to ask for a glass of water,or a piece of bread,and I bet he'll learn the hardest chinese dialect in no time,along with the whole trillion symbols of alphabet if needed.But people like to make things complicated when they are not. I've read an interesting sentence in one post on the forum nearby:

"Chomsky suggested that children have a built-in mechanism, which he called the Language Acquisition Device, or LAD, which pre-programs them to develop grammar based on the linguistic input they receive."

Although I don't know the context of this sentence,I understand that children have a knack for languages and all other mankind doesn't.That is,children have one device for automatic learning and when they grow up that LAD gadget break down and they are not able to automatically learn anymore,and they have to fetch grammar if they want to learn a language.
Here goes a few trillions of smiling smilies.That would make learning of language very much similar to "Star Wars" or so.I would say that people enjoy making miracles out of everything.Let me be allowed to advise you not to fall for that kind of reasoning.I mean "Look at me,I'm a miracle,I speak english gorgeuously and I don't have to learn grammar",that kind of reasoning.

As to the learning of a second language,I believe that circumstances in which the learner lives make a difference.First of all,the need to use the language daily,how much you read,how much you listen the language,which depends on his/her place of living,job, his/her affinities i.e personality,lifestyle etc.So,your learning situation and my learning situation are two different situations.More or less different.An immigrant who lives in the USA and is exposed to the english language daily,will need less grammar stuff to learn,and I need more to know about it.It is simple as that.And although,the learning of a language is pretty specific,still it doesn't mean that you don't need grammar at all(as an ESL learner)since it gives the basis i.e the logic for learning.What grammar do is analysis of the mechanics of a language(i.e cutting into pieces)and then put it together in the way which will make it easier to you to learn.By the way,I remember it from high school that analysis and synthesis are scientific methods in acquiring (any) knowledge.If you give proofs that it is just a useless entertainment for idle men then you'll make a scientific breakthrough,and not only in the field of language.Here goes one smiling smiley.

I think that if an ESL learner avoided confusion caused by different terminology for the same concepts (which is a major problem)and occasionaly manage to find some help when he is baffled(as it is possible from this forum for example) he'll find grammar helpful,and will not shy of it.And there is no reason for that since in essence it is not difficult,so you can read it even you don't see its real value,and don't worry about your health,it will not put some special strain on your brain.Only when you read it and understand it you will know whether it is worth reading.
I think that Quirk gave neatly arranged structure for a correct acquisition of a language i.e its vocabulary. One can learn the bulk of the english language with the help of his grammar along with learning the vocabulary.Let's say 90% of it,and if somebody want to split hairs he may freely turn linguist,or if he want to learn some expression of Texas shepherds which he didn't understand and it gave him a headache,or solve logical puzzles in your leisure time,he can post a question on some forum.Or something.

Best regards

Velimir

Can you help me with my reference letter?THX

Xsayhi — Tue, 09 Oct 2007 14:52:27 GMT

Hi, I'm new here.

I'm applying for a university. a BSc programme.

Can you please check my recommendation? I wrote it for my teacher who can not speak English. I'm not a native speaker as well. There must be some mistakes and unappropriate expressions that need to be corrected.

And a brief introduction of myself. I'm now study in the major of Geology. I want to apply for economics. The teacher of this letter was not my supervisor indeed; he teaches business administration in my university. I often ask him questions about economics. And this is how we come to know each other.

Many thanks in advance!
I'm very appreciate of your time and kind help.

Here's my letter of recommendation.

Dear Admission Officer,

In capacity as a professor at the College of Information Management, ABC university, Iâm writing to recommend Jeff for admission to your esteemed universityâs programme of AAA.

I have known Jeff since his first year in university. He has never studied under my guidance, but his great enthusiasm for economics and business gave me very deep impression. So far I can clearly remember the interesting question he asked me when we first met- is there a formula that can be applied to solving the queuing problem in banks? It has been very pleased to answer his questions arising both in and out of his studies. But for question like this, which needs both theoretical and practical understanding of the financial system, I think heâd better go to a prestigious university as yours to find the answer. I believe after advanced study in your university, he can find a way out- not just by formulas.

After two years of contacting with Jeff, I have known him very well in terms of academic performance and personality. As far as I know, to strengthen his abilities in economics and business, he learned many courses, such as principles of economics, contemporary management, fundamental accounting, strategies of enterprises, etc. Also, he has received very good training and guidance in mathematics, as can be proved in his transcripts. Whatâs worth mentioning is that he never got a score lower than 80 (in 100 scoring scale) in the courses of Advanced Mathematics, Linear Algebra and Probability Theory & Mathematical Statistics. In our university, the papers of these tests were very difficult and challenging; because we require that the students should have a solid mathematics fundament. There were no more than 279 students who achieved such high scores in the whole university.

His diligence was widely accepted by both students and teachers. The library may be the place he spent most of the time at school except his dormitory. In addition, Jeff always has his own set schedule which is hidden within his mobile phone. At the beginning, I could always see him watching his phone. I came to know the reason after a talk with him- there were the arrangements he had already made. Such a systematical way gave me very deep impression.

I have also noticed that Jeff did not direct all his efforts to exams but to extensive reading in subjects outside his major, particularly in business, marketing, finance and advertisement, all of which seemed to be intriguing to him. For example, I often saw him in the library reviewing the latest publications and international periodicals such as Economist, Business Week, Financial Times, Science, etc. I think it is his wide-range of general knowledge that distinguished him from others.

In the summer of 2006, Jeff conducted an investigation of BBB Co. Ltd. As a result of the investigation he identified a number of problems faced by the company as well as most state-owned enterprises, and presented his own understandings. He held that the problems are rooted in the property ownership of state-owned enterprises and offered his own solutions such as privatization and securitization. Besides, in his spare time he completed two book reports of America banks as well as gave his own opinions about the problem of non-performing assets of state-owned commercial banks. The above two examples have fully demonstrated his enthusiasm for economic studies and his competence in research and practice. However, it should be admitted that there is still much room to be desired, and systematic study and research are required for his ideas to become mature and comprehensive. The AAA program of your university offers such an opportunity for him.

Studying and researching economics and business meet him both his individual interest and career goal. His past performance can demonstrate his potential ability to succeed his study in your university and fulfill his target. Thus I strongly recommend him. Your favorable consideration to him will be very much appreciated.
Yours faithfully,

Looking forward to your help!

Could you please help me with my rocommendation letter?

Anonymous — Mon, 08 Oct 2007 14:09:19 GMT

Dear Admission Officer,

In capacity as a professor at the College of Information Management, ABC university, Iâm writing to recommend Jeff for admission to your esteemed universityâs programme of AAA.

I have known Jeff since his first year in university. He has never studied under my guidance, but his great enthusiasm for economics and business gave me very deep impression. So far I can clearly remember the interesting question he asked me when we first met- is there a formula that can be applied to solving the queuing problem in banks? It has been very pleased to answer his questions arising both in and out of his studies. But for question like this, which needs both theoretical and practical understanding of the financial system, I think heâd better go to a prestigious university as yours to find the answer. I believe after advanced study in your university, he can find a way out- not just by formulas.

After two years of contacting with Jeff, I have known him very well in terms of academic performance and personality. As far as I know, to strengthen his abilities in economics and business, he learned many courses, such as principles of economics, contemporary management, fundamental accounting, strategies of enterprises, etc. Also, he has received very good training and guidance in mathematics, as can be proved in his transcripts. Whatâs worth mentioning is that he never got a score lower than 80 (in 100 scoring scale) in the courses of Advanced Mathematics, Linear Algebra and Probability Theory & Mathematical Statistics. In our university, the papers of these tests were very difficult and challenging; because we require that the students should have a solid mathematics fundament. There were no more than 279 students who achieved such high scores in the whole university.

His diligence was widely accepted by both students and teachers. The library may be the place he spent most of the time at school except his dormitory. In addition, Jeff always has his own set schedule which is hidden within his mobile phone. At the beginning, I could always see him watching his phone. I came to know the reason after a talk with him- there were the arrangements he had already made. Such a systematical way gave me very deep impression.

I have also noticed that Jeff did not direct all his efforts to exams but to extensive reading in subjects outside his major, particularly in business, marketing, finance and advertisement, all of which seemed to be intriguing to him. For example, I often saw him in the library reviewing the latest publications and international periodicals such as Economist, Business Week, Financial Times, Science, etc. I think it is his wide-range of general knowledge that distinguished him from others.

In the summer of 2006, Jeff conducted an investigation of BBB Co. Ltd. As a result of the investigation he identified a number of problems faced by the company as well as most state-owned enterprises, and presented his own understandings. He held that the problems are rooted in the property ownership of state-owned enterprises and offered his own solutions such as privatization and securitization. Besides, in his spare time he completed two book reports of America banks as well as gave his own opinions about the problem of non-performing assets of state-owned commercial banks. The above two examples have fully demonstrated his enthusiasm for economic studies and his competence in research and practice. However, it should be admitted that there is still much room to be desired, and systematic study and research are required for his ideas to become mature and comprehensive. The AAA program of your university offers such an opportunity for him.

Studying and researching economics and business meet him both his individual interest and career goal. His past performance can demonstrate his potential ability to succeed his study in your university and fulfill his target. Thus I strongly recommend him. Your favorable consideration to him will be very much appreciated.

Yours faithfully,

Looking forward to your help!

Re: it

Cool Breeze — Tue, 29 May 2007 21:46:31 GMT

Hi Taka

Some information on the most common uses of preparatory it:

1. with an adjective:

It is easy to speak English.

It will be impossible to swim across the river.

2. with an expression of opinion followed by a

that-clause:

It is a pity that you can't come with us.

It was a great surprise that he won the match.

3) in expressions relating to weather, especially with a verb or an adjective:

It is raining heavily.

It was stormy yesterday.

4) in expressions of distance:

It is a long way to Newcastle.

How far is it to the North Pole? - It's over 1,000 miles.

5) in expressions relating to time:

What time is it? It is six (o'clock).

It is morning. It is summer.

6) for emphasis:

It was those boys that/who broke this window yesterday.

It was yesterday that those boys broke this window.

It was this window that those boys broke yesterday.

I hope this helps you.

Cheers

Re: How to Speak English Fluently

CalifJim — Sat, 12 May 2007 03:29:15 GMT

Another set of patterns occurred to me. These sometimes give learners trouble, and it's a good idea to practice them until they are automatic. They are drills on 'subject pronoun + auxiliary verb' contractions.

Type X1:
he's, she's, I'm, you're, we're, they're

Type X2:
he'll, she'll, I'll, you'll, we'll, they'll
he'd, she'd, I'd, you'd, we'd, they'd

Type X3:
he's, she's, I've, you've, we've, they've
he'd, she'd, I'd, you'd, we'd, they'd

Combine X1 with verbs in -ing or with adjectives or with other descriptive expressions. (She's eating chocolate. They're going home. I'm happy. We're on time.) Add always, never, or usually where appropriate: I'm usually happy. We're always on time. You're never late.
Combine X2 with the bare infinitive. (He'll help. They'll agree. We'd buy it.)
Combine X3 with the past participle. (He's been sick. I've bought the car. They'd seen the movie.) Add already where appropriate: I've already seen it. She's already done it.

I won't bother to write out all the negative contractions and the more complicated combinations because I think this is enough to give you an idea of what to practice.

CJ

Re: How to Speak English Fluently

CalifJim — Sat, 12 May 2007 01:34:57 GMT

Learn commonly used phrases thoroughly -- phrases of three to six words.
Practice the pronunciation over and over until the whole phrase becomes automatic. Without constant repetition you can't ever become fluent.
If the phrase is long or difficult, learn the end of the phrase first. Gradually add words that precede.
When you have mastered shorter phrases, pratice combining shorter phrases into sentences.
Always think of what the phrase means while you are practicing saying it; this is very important..

Group phrases by grammatical type. Combine into patterns that have the same structures.

Type A1: (Full) Infinitive governors:
I want, you want, we want, they want
I wanted, you wanted, we wanted, they wanted, he wanted, she needed
I need, you need, we need, they need
I needed, you needed, we needed, they needed, he/she needed
I remembered, ... I forgot, ... I tried, ... I plan ..., I planned ..., I have, ... I had, ..., I know how ...

Type A2: (Full) Infinitive governors with 'S-marker':
he wants, she wants, Who wants ...?
he needs, she needs, Who needs ...?
...
etc.

Type B: Infinitive expressions:
to do it, to say it, to tell you, to tell me, to go, to leave, to start, to read the book, to write the letter, to see the movie, to buy the coat, to sleep, to rest, to work, to open the door, to close the window, to wash the dishes, to eat, to drink, to finish the book, to solve the problem, to study the question, to ask a question, to answer the question, ...   [thousands of possibilities]

Combine any Type A expression with any Type B expression that makes a meaningful sentence. Make as many as you can and practice saying each several times, always thinking about what it means.

Type C: Introductory phrases that you can place in front of any sentence.
I think ..., Do you think ...?, We think ..., They think ...,
I think that ..., Do you think that ...?, We think that ..., They think that ...,
I don't think (that) ..., Don't you think (that) ...?, ...
[Same patterns for I know (that) ... I'm sure that ... I don't know if ... I'm not sure whether ... etc. etc.]

Place a Type C expression in front of the Type A + Type B combinations that you built earlier, keeping the present tenses with the present tenses and the past with the past, of course, as required by the grammar of English. (You can even have two Type C's.) Now you have thousands of sentences to practice.   You can add little words like and and but and or to make things more interesting.

I don't think he tried to do it. I'm sure that she wants to buy the coat. Did you know that she forgot to wash the dishes? They needed to open the window, but they didn't know how to do it. Do you think that she tried to write the letter?   He said that he didn't need to buy the car. I'm not sure whether he said that she wanted to write the letter. ... [Sentences by the thousands!]

Your textbooks should have all kinds of patterns like these to help you put together your own combinations with a varied vocabulary.

Good luck!

CJ

Read Catcher in the Rye to learn English

Elfsleepy — Wed, 21 Mar 2007 08:00:45 GMT

Hello all!

I am reading the English novel written by J.D Salinger The catcher in the Rye for improving my English skill. This used to be one of my favorite novel when I was around 18, but I only read the Chinese translation at that time for quite a many times.

Iâve never read any original English literature before this one, and I have lots of problems with my English, like I canât make a sentence very quickly, I need to think a while to organize the structure and wording, this also effects my oral English. So I want to take this novel as a chance to get myself be familiar with English language, thatâs the novel I like, I can read it easily and enjoyably. It would be difficult if I read some other literature which is also outstanding in English language but I donât have any feeling at all. So Iâve decided to read The Catcher in the Rye and maybe recite the whole novel.

Now I got a problem, there are lots of foul languages in this novel and the expression is a little bit vulgar, will I speak like Holden does after reading up the novel? My English is not that good so I am not able to select which word to use or which expression to use when I speak, I can only speak naturally with what I have in my brain. I have a worry that I would come out with lots of dirty words without controlling my mouth, I really donât want to look like a coarse person when I speak English, lolâ¦â¦

Iâve read several pages of its English version, so it is just a start now, anyone has any comments or suggestion would be greatly appreciated!

Thanks!