<?xml version="1.0" encoding="UTF-8" ?>
<rss version="2.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" xmlns:wfw="http://wellformedweb.org/CommentAPI/"><channel><title>Search results for 'tag:Idioms tag:Negations' matching tags 'Idioms' and 'Negations'</title><link>http://www.englishforums.com/search/pro.htm?q=tag%3aIdioms+tag%3aNegations&amp;tag=Idioms,Negations&amp;orTags=0</link><description>Search results for 'tag:Idioms tag:Negations' matching tags 'Idioms' and 'Negations'</description><dc:language>en-US</dc:language><generator>CSMOD (Build: 3191.21962)</generator><item><title>Re: I used not to play football.</title><link>http://www.englishforums.com/English/IUsedNotToPlayFootball/3/vnllq/Post.htm#401335</link><pubDate>Tue, 07 Aug 2007 02:24:51 GMT</pubDate><guid isPermaLink="true">946f00bb-57d3-4b7b-a9a2-059b5341af52:401335</guid><dc:creator>CalifJim</dc:creator><description>&lt;table width="85%"&gt;&lt;tr&gt;&lt;td class="quoteTable"&gt;&lt;table width="100%"&gt;&lt;tr&gt;&lt;td width="100%" valign="top" class="txt4"&gt;Are you saying that the structure in the football example is not "used to", but is "used" (or &lt;em&gt;used not)&lt;/em&gt;?&lt;/td&gt;&lt;/tr&gt;&lt;/table&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/table&gt;&lt;/BLOCKQUOTE&gt;I'm saying that the structure is the whole thing, not just a word or two.&lt;br&gt;
&lt;br&gt;
I |&amp;nbsp; used / decided / promised |&amp;nbsp; [(not) (to play football)].&lt;br&gt;
&lt;br&gt;
It 'sounds wrong' because 'used' and 'to' have fused into the single
word-like element 'yoostoo' in the minds of many speakers, and the 'not' splits
it back into its components, so it feels like the 'yoostoo' is oddly
missing.&lt;br&gt;
&lt;br&gt;
If you're concentrating on the question of whether the modality or the
residue is under the scope of the negation, then I'd have to say that
the structural diagram I showed above goes with the version where the
residue is negated.&amp;nbsp; &lt;br&gt;
&lt;br&gt;
To construe &lt;i&gt;I used not to play football&lt;/i&gt; as (containing) a&amp;nbsp; negation of the modality, as in the more usual &lt;i&gt;I didn't use to play football,&lt;/i&gt;
it would be necessary to work out a different structural diagram.&amp;nbsp;
I think you'd have to argue that its analog is something like &lt;i&gt;I haven't to play football&lt;/i&gt;, and that starts to get weird -- although somewhere in the back of my mind I vaguely remember reading the combination &lt;i&gt;I usen't to ...&lt;/i&gt;.&amp;nbsp; &lt;br&gt;
&lt;br&gt;
Or, if you're determined to have the negation of the modality, you
could call it a one-of-a-kind pattern, appealing to the idea of 'idiom'.&lt;br&gt;
&lt;br&gt;
On the other hand, conceptually, what's the difference if we talk about
what we were in the habit of not doing or not in the habit of
doing?&amp;nbsp; It's six of one, half a dozen of the other.&lt;br&gt;
&lt;br&gt;
CJ&lt;br&gt;
&lt;br&gt;</description></item><item><title>Re: A test question</title><link>http://www.englishforums.com/English/ATestQuestion/2/dvlrw/Post.htm#273402</link><pubDate>Thu, 28 Sep 2006 08:24:16 GMT</pubDate><guid isPermaLink="true">946f00bb-57d3-4b7b-a9a2-059b5341af52:273402</guid><dc:creator>CalifJim</dc:creator><description>&lt;table width="85%"&gt;&lt;tr&gt;&lt;td class="quoteTable"&gt;&lt;table width="100%"&gt;&lt;tr&gt;&lt;td width="100%" valign="top" class="txt4"&gt;&lt;strong&gt;She's certainly recovering quite well from the operation, but she doesn't â going back to teaching a class of 8-year-olds!&lt;/strong&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/table&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/table&gt;&lt;/BLOCKQUOTE&gt;&lt;br&gt;
&lt;br&gt;
First of all, C is the only possibility.&amp;nbsp; Now, as for A:&lt;br&gt;
&lt;br&gt;
&lt;i&gt;do well by ---ing&lt;/i&gt; is usually &lt;i&gt;would do well by ---ing&lt;/i&gt;.&amp;nbsp; It means &lt;i&gt;should ---&lt;/i&gt;.&amp;nbsp; It expresses advice, a recommendation.&lt;br&gt;
&lt;br&gt;
&lt;i&gt;That project isn't going well.&amp;nbsp; You would do well by starting over.&lt;/i&gt;&amp;nbsp;
(You should start over.&amp;nbsp; It would do you some good to start
over.&amp;nbsp; It's a good idea to start over.&amp;nbsp; I advise / recommend
starting over.)&lt;br&gt;
&lt;i&gt;Those who are prejudiced against blue collar workers would do well by spending a week in their shoes.&lt;/i&gt;&amp;nbsp;
(They should spend a week in their shoes.&amp;nbsp; It would do them some
good to spend a week in their shoes.&amp;nbsp; It's a good idea for them to
spend a week in their shoes.&amp;nbsp; I advise / recommend that they spend
a week in their shoes.)&lt;br&gt;
&lt;i&gt;Gas is expensive, but it may be even more expensive tomorrow.&amp;nbsp; We would do well by filling up the tank today.&lt;/i&gt;&amp;nbsp;
(We should fill up the tank today.&amp;nbsp; It would do us good to fill up
today.&amp;nbsp; It's a good idea to fill up today.&amp;nbsp; I advise /
recommend that we fill up today.)&lt;br&gt;
&lt;br&gt;
As the &lt;i&gt;would do well by&lt;/i&gt; idiom, the form in the example sentence doesn't quite fit.&amp;nbsp; It ends up meaning something like &lt;i&gt;She's recovering from the operation, but I don't think she should go back to teaching 8-year-olds!&lt;/i&gt; but in an anomalous sort of way.&amp;nbsp; To me it seems to miss because the &lt;i&gt;would&lt;/i&gt; is missing and a negation is present.&amp;nbsp; And besides, it doesn't seem as &lt;u&gt;appropriate&lt;/u&gt; to say say &lt;i&gt;She's recovering, but I don't think she should go back to teaching 8-year-olds&lt;/i&gt; (which would probably not have an exclamation mark) as to say &lt;i&gt;She's recovering, but she doesn't feel well enough to go back to teaching 8-year-olds!&lt;/i&gt;&amp;nbsp; The former is awkward in its use of the idiom and peculiar as a thing to say.&amp;nbsp; The latter says quite naturally &lt;i&gt;She's well, but not &lt;u&gt;that&lt;/u&gt; well!&lt;/i&gt;&lt;br&gt;
&lt;br&gt;
&lt;i&gt;&lt;/i&gt;CJ&lt;br&gt;
&lt;strong&gt;&lt;/strong&gt;</description></item><item><title>Re: Change English As You Wish</title><link>http://www.englishforums.com/English/ChangeEnglishAsYouWish/3/dddmm/Post.htm#266385</link><pubDate>Wed, 13 Sep 2006 13:20:32 GMT</pubDate><guid isPermaLink="true">946f00bb-57d3-4b7b-a9a2-059b5341af52:266385</guid><dc:creator>Cool Breeze</dc:creator><description>&lt;font size="3"&gt;&lt;font face="Arial"&gt;Thank you to all those who have posted their suggestions to my little imagination game.&amp;nbsp; Some have taken it very seriously thinking they would have to relearn English after the 'changes'.&amp;nbsp; This was meant to be just a game, not for those wo take everything seriously, and of course in this game everybody automatically speaks and writes the new English fluently without having to learn anything.&lt;br&gt;&lt;br&gt;In the colonial days several European languages got exported as taking peoples' lands from them was considered a virtue and something to be proud of.&amp;nbsp; This resulted in some languages being more dominant than others.&amp;nbsp; Spanish and French were the most important languages till the end of the 19th century when the USA rose to be No. 1 in world politics and commerce.&amp;nbsp; The foundation for English as the lingua franca had been laid.&lt;br&gt;&lt;br&gt;The world should be thankful.&amp;nbsp; There is no such thing as an easy language; every language is difficult if the learner aims at perfection.&amp;nbsp; However, there are grammatically and structurally far more complicated languages than English, and we should consider ourselves lucky it's only the spelling that drives us nuts about English, not inflections.&lt;br&gt;&lt;br&gt;Here are the changes I would make to English:&lt;br&gt;&lt;br&gt;&lt;b&gt;A. Spelling: &lt;/b&gt;Grammar Geek, Alienvoord and Englishuser would all make changes to the spelling, and indeed so would I.&amp;nbsp; I think Englishuser puts it nicely: "I'd certainly change the spelling of words with an 'irregular' spelling, that is, words whose pronunciation can't be determined basing on how they're spelt."&amp;nbsp; I would also accept more than one spelling for a word in many cases.&lt;br&gt;&lt;br&gt;There isn't enough space and I don't have enough time and patience to cover all the tens of thousands of words this entails, but here are some examples of new spellings:&lt;br&gt;&lt;br&gt;OLD&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  NEW&lt;br&gt;fight&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;&amp;nbsp;  fite&lt;br&gt;perceive&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  perceive, percieve&lt;br&gt;tough&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  tuf&lt;br&gt;though&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  tho&lt;br&gt;knight&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  nite&lt;br&gt;caste&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  cast&lt;br&gt;pace&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  pace, pase&lt;br&gt;write&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  rite&lt;br&gt;&lt;br&gt;&lt;b&gt;B. Grammar: &lt;/b&gt;English grammar is so uncomplicated due to 500 years of simplifying foreign influence (200 years of Vikings and 300 years of Normans) that English grammar really couldn't be made much simpler even if it were an artificial language.&amp;nbsp; However, as a foreigner I'll continue the foreign influence and enforce the following changes.&lt;br&gt;&lt;br&gt;&lt;b&gt;1. &lt;/b&gt;I will get rid of the third person singular &lt;i&gt;s&lt;/i&gt; and &lt;i&gt;has.&amp;nbsp; &lt;/i&gt;Henceforth we will say: &lt;i&gt;He speak English. He have a car. He have asked it twice.&lt;/i&gt;&amp;nbsp; The &lt;i&gt;s &lt;/i&gt;is a totally needless relic and Swedish, another Germanic language, needs no verb endings for any person even though it is more complicated than English in other respects.&lt;br&gt;&lt;br&gt;&lt;b&gt;2. &lt;/b&gt;There will be no irregular verbs from now on with the exception of &lt;i&gt;to be&lt;/i&gt; and the defective or modal auxiliaries, which will remain unchanged.&amp;nbsp; Examples of new English:&lt;br&gt;&lt;br&gt;OLD&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  NEW&lt;br&gt;He saw us.&amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  &amp;nbsp;&amp;nbsp;  He seed us.&lt;br&gt;He has written a letter.&amp;nbsp;&amp;nbsp;&amp;nbsp; He have rited a letter.&lt;br&gt;Who wrote it?&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Who/Hu rited it?&lt;br&gt;I haven't hit him.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; I haven't hitted him.&lt;br&gt;I ran too fast.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; I runned too fast.&lt;br&gt;&lt;br&gt;&lt;b&gt;3. &lt;/b&gt;I'll return English to its pre-Shakespearean state with regard to questions and negations. Henceforth, English will be like the other Germanic languages and questions will be asked without the totally unnecessary &lt;i&gt;do &lt;/i&gt;auxiliary:&lt;br&gt;&lt;br&gt;OLD&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; NEW&lt;br&gt;Do you speak English?&amp;nbsp; Speak you English?&lt;br&gt;I didn't see him.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; I seed not him.&lt;br&gt;Did you do it?&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Doed you it?&lt;br&gt;&lt;br&gt;&lt;b&gt;4. &lt;/b&gt;All past participles can be used attributively before nouns: a &lt;i&gt;rited &lt;/i&gt;report, a &lt;i&gt;catched&lt;/i&gt; fish, two &lt;i&gt;asked &lt;/i&gt;questions, a &lt;i&gt;surrendered &lt;/i&gt;country.&lt;br&gt;&lt;br&gt;&lt;b&gt;5. &lt;/b&gt;There will be no irregular plurals for nouns:&lt;br&gt;&lt;br&gt;OLD&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; NEW&lt;br&gt;two men&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; two mans&lt;br&gt;many children&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; many childs&lt;br&gt;these phenomena&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; these phenomenons&lt;br&gt;two geese&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; two gooses&lt;br&gt;&lt;br&gt;&lt;b&gt;6. &lt;/b&gt;Any uncountable noun can be used as a countable if the need arises:&lt;br&gt;&lt;br&gt;OLD&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; NEW&lt;br&gt;two pieces of advice&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; two advices&lt;br&gt;two news items&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; two newses&lt;br&gt;&lt;br&gt;&lt;b&gt;7. &lt;/b&gt;I'll leave the articles, pronouns, numerals, adjectives and adverbs as they are. There are countless idioms where the articles are used contrary to reason and logic, but non-natives'&amp;nbsp; incorrect usage seldom gives rise to misunderstandings. Besides, who am I to deprive English of all its fascination? &lt;img src="/emoticons/emotion-1.gif" alt="Smile [:)]" /&gt;&lt;br&gt;Those who don't like sentences like &lt;i&gt;He runned too fast &lt;/i&gt;have my permission to say &lt;i&gt;He runned too fastly &lt;/i&gt;if they prefer that.&lt;br&gt;&lt;br&gt;&lt;b&gt;8. &lt;/b&gt;Since there are so few inflections, the word order will just have to remain as it it with a few exceptions. For the sake of clarity, some minor changes will take effect: &lt;i&gt;You Only Live Twice &lt;/i&gt;has to be renamed (and rerecorded) &lt;i&gt;You Live Only Twice. &lt;/i&gt;(Fortunately Nancy Sinatra is still alive, she can rerecord it next week!)&lt;img src="/emoticons/emotion-2.gif" alt="Big Smile [:D]" /&gt;&lt;br&gt;&lt;br&gt;&lt;b&gt;9. &lt;/b&gt;Some changes in clause equivalents would make English more exact, but I am reluctant to make them.&amp;nbsp; I'll let English remain somewhat inexact.&amp;nbsp; It is plain impossible to make it exact in every respect without more inflections, and more inflections would make learning English a more laborious task for non-natives.&lt;br&gt;&lt;br&gt;Consider these examples:&lt;br&gt;&lt;br&gt;Having said that, &lt;b&gt;he&lt;/b&gt; left the room.&amp;nbsp; (After &lt;b&gt;he &lt;/b&gt;had said that, &lt;b&gt;he &lt;/b&gt;left the room.)&lt;br&gt;"Having said that, &lt;b&gt;he &lt;/b&gt;did win Wimbledon two years ago."&amp;nbsp; (A tennis commentator has said something slightly negative about a player, then decides to mention a positive thing about him. The sentence does &lt;u&gt;&lt;i&gt;not&amp;nbsp; &lt;/i&gt;&lt;/u&gt;usually mean: After &lt;b&gt;he &lt;/b&gt;had said that, &lt;b&gt;he &lt;/b&gt;won Wimbledon two years ago.&amp;nbsp; But of course it could mean that, too.)&lt;br&gt;&lt;br&gt;English abounds in ambiguity and native speakers disagree on what common verbs such as the defective auxiliaries mean in some contexts.&amp;nbsp; I'll let all that be as it is, I know when to give up. &lt;img src="/emoticons/emotion-1.gif" alt="Smile [:)]" /&gt;&lt;br&gt;&lt;br&gt;&lt;b&gt;Vocabulary: &lt;/b&gt;I'll add some short words that can be used to indicate surprise, disbelief etc. in spoken English in sentences like: &lt;i&gt;He goed there? You like not it! Haven't you seed it? &lt;/i&gt;I won't write the words here, though, I just think English could and should have more finesse and be more expressive and colorful.&lt;br&gt;&lt;br&gt;I won't delete a single word from the vocabulary, on the contrary, I'll add a way of forming a word denoting a person from a town or a village.&amp;nbsp; English already has many such words but on the whole they are rather impractical: &lt;i&gt;a Liverpudlian, a Memphian. &lt;/i&gt;Some are easier: &lt;i&gt;a Londoner, a New Yorker.&lt;/i&gt;&amp;nbsp; But what do you call a person who lives in Timbuktu?&lt;br&gt;&lt;br&gt;From now on, the ending will always be &lt;i&gt;er: a Liverpooler, a Memphiser, an Uppsalaer, a Hong Konger, a Tokyoer, a Timbuktuer.&lt;/i&gt;&amp;nbsp; This will add hundreds of thousands of words to English.&amp;nbsp; I'll also let you call a Swede &lt;i&gt;a Swedener&lt;/i&gt; and a Thai &lt;i&gt;a Thailander&lt;/i&gt; if you wish.&lt;br&gt;&lt;br&gt;I have simplified the grammar a little and that should help non-native learners in particular. I have left the basic structure of the language untouched except for the disappearance of &lt;i&gt;do&lt;/i&gt; in questions and negations. But even this is actually a minor thing since it just returns English to the early 16th century.&lt;br&gt;&lt;br&gt;I have increased the vocabulary a great deal.&amp;nbsp; Every three-year-old Finn knows what to call a person from Timbuktu once he is told there is such a place.&amp;nbsp; English-speaking kids should be able to do the same.&lt;br&gt;&lt;br&gt;Cheers&lt;br&gt;CB&lt;br&gt;&lt;/font&gt;&lt;/font&gt;</description></item></channel></rss>