One of the synonyms of doom is fate and fate as a synonym of doom. What I am going to call attention to is the usage of these terms. Since the definition of doom based on the Meriam Webster Dictionary is a predetermined state or end and Fate is an implication of an inevitable and usually an adverse outcome. As you can see, for doom there is the word end, and for fate the word outcome. Both express the meaning that it is a result of something that can be expected in the near future or the meaning that it is an end result of some kind of situation.
Most of the time, “DOOM” is used whenever someone or something is going to die or end. It is used more in the sense that it conveys a negative result or a disaster of some sort. While “FATE” is a term typically used in a love story, life tale and the like. Fate is commonly used for something which can have either an encouraging or a depressing ending which can also be a risky outcome.
For cases wherein “DOOM” is frequently linked to deaths and a dreadful outcome, here is an example which I know you are very familiar with: doomsday – which is connected to people being judged for evil acts, or simply saying that they will have a disastrous ending.
“FATE” on the other hand is a term more pleasant or agreeable to use. When you compare it to the word doom, it is much less dark in a way. You can always put side by side with the word destiny which is also its synonym.
If you were to choose between doom and fate? Which would you choose?
In my case, I would prefer the word FATE. First, because it’s more pleasant to hear or read than the word doom. Second, because it is delightful to use due to its definition being closer to the word destiny. Lastly, because it can convey a negative or a positive outcome in one’s life.
Well, it is actually up to you whether you use or prefer the word doom or fate.
Friday, December 29, 2006
Spanish Love: Spanish Poets and Their Spanish Poems
Love and its attendant passions has been the favorite subject of Spanish poetry since the time of the troubadours, medieval poets who earned their keep by singing for the people at the village square or for the nobility during royal gatherings at the palace. Composers in their own right, these court poets sang about courtly love and the bittersweet pain of unattained love for an idealized woman using the jarchas, a form of love song that was actually poetry written in very short stanzas.
It is important in the study of Spanish love poems to differentiate between poems that originated from countries outside of Spain including Argentina, Chile, Colombia, Cuba, Ecuador, El Salvador, Mexico, Nicaragua, Peru, The Philippines, Puerto Rico, The United States, Uruguay and Venezuela which were written in Spanish but whose authors were not from Spain. All these poets and their respective poems have contributed in some way to the development of Spanish Poetry as a genre because they all wrote their work in Spanish albeit in the form of Spanish common to their country of origin. Although some of them wrote patriotic poems about their motherland, most of them utilized images of love to depict the sorrow of a country that has lost its freedom.
Some of these well-known Spanish poets and their popular poems are:
Carlos Alberto Garcia – Amor
Que soy
Quisiera
Yo te conozco
Olvidarte
Nestor Oscar Morris – Quiero decirte algo
Pienso solo en ti
Jorge E. Diaz Leyton – Tu
Manuel M. Mendez – Pertenencia
Focusing attention on Spanish poets who trace their origins to Spain, however; poets who lived, loved and wrote their best work within the Spanish Peninsula or the so-called ‘Poetas de España’, we come up with a list of illustrious writers whose works contributed to the development of Spanish Literature as it is today.
* Rafael Alberti - La Amante
* Vicente Aleixandre ( Nobel Laureate 1977) – Destruction of Love
* Dámaso Alonso – Hijos de la Ira
* Gustavo Adolfo Bécquer – Rimas y leyendas
* Saint John of the Cross - Dark Night of the Soul
* Luis Cernuda - La realidad y el deseo
* Francisco Domene - Arrabalías
* León Felipe – Drop a Star
* Federico García Lorca - Sonetos del amor oscuro
* Luis de Góngora - Soledades
* Jorge Guillén - Cántico
* Miguel Hernández - Nanas de cebolla
* Santa Teresa de Jesús - Laughter Came From Every Brick
* Juan Ramón Jiménez (Nobel Laureate 1956) – La Poetica
* Antonio Machado - Nuevas canciones
* Jorge Manrique - Coplas por la muerte de su padre
* Emilio Prados - Veinte poemas en verso
* Francisco de Quevedo - Flores de poetas ilustres
* Ana Rossetti – Where is My Man
* Pedro Salinas - Ayer Te Besé en los Labios
* Garcilaso de la Vega - Hora de Nuestra Señora
* Lope de Vega - La Arcadia
* Esteban Manuel de Villegas - Las Eróticas
* Leopoldo María Panero – Dedicatoria
It is important in the study of Spanish love poems to differentiate between poems that originated from countries outside of Spain including Argentina, Chile, Colombia, Cuba, Ecuador, El Salvador, Mexico, Nicaragua, Peru, The Philippines, Puerto Rico, The United States, Uruguay and Venezuela which were written in Spanish but whose authors were not from Spain. All these poets and their respective poems have contributed in some way to the development of Spanish Poetry as a genre because they all wrote their work in Spanish albeit in the form of Spanish common to their country of origin. Although some of them wrote patriotic poems about their motherland, most of them utilized images of love to depict the sorrow of a country that has lost its freedom.
Some of these well-known Spanish poets and their popular poems are:
Carlos Alberto Garcia – Amor
Que soy
Quisiera
Yo te conozco
Olvidarte
Nestor Oscar Morris – Quiero decirte algo
Pienso solo en ti
Jorge E. Diaz Leyton – Tu
Manuel M. Mendez – Pertenencia
Focusing attention on Spanish poets who trace their origins to Spain, however; poets who lived, loved and wrote their best work within the Spanish Peninsula or the so-called ‘Poetas de España’, we come up with a list of illustrious writers whose works contributed to the development of Spanish Literature as it is today.
* Rafael Alberti - La Amante
* Vicente Aleixandre ( Nobel Laureate 1977) – Destruction of Love
* Dámaso Alonso – Hijos de la Ira
* Gustavo Adolfo Bécquer – Rimas y leyendas
* Saint John of the Cross - Dark Night of the Soul
* Luis Cernuda - La realidad y el deseo
* Francisco Domene - Arrabalías
* León Felipe – Drop a Star
* Federico García Lorca - Sonetos del amor oscuro
* Luis de Góngora - Soledades
* Jorge Guillén - Cántico
* Miguel Hernández - Nanas de cebolla
* Santa Teresa de Jesús - Laughter Came From Every Brick
* Juan Ramón Jiménez (Nobel Laureate 1956) – La Poetica
* Antonio Machado - Nuevas canciones
* Jorge Manrique - Coplas por la muerte de su padre
* Emilio Prados - Veinte poemas en verso
* Francisco de Quevedo - Flores de poetas ilustres
* Ana Rossetti – Where is My Man
* Pedro Salinas - Ayer Te Besé en los Labios
* Garcilaso de la Vega - Hora de Nuestra Señora
* Lope de Vega - La Arcadia
* Esteban Manuel de Villegas - Las Eróticas
* Leopoldo María Panero – Dedicatoria
Don't Forget A Spanish Dictionary
On a recent tour through Mexico and Central America, I realized that I had forgotten many things for my journey. For some reason I made it out of my house without my toothbrush and toothpaste, but fortunately I was able to replace them as soon as I realized my mistake. I also forgot film for my camera but was able to purchase some once I got to Mexico as well. Far worse than forgetting those things, however, was the realization that I had forgotten my Spanish dictionary that I had received and practiced with just for this trip.
My best friend gave me the Spanish dictionary a few months before I headed out on my trip because she remembered what a difficult time I had in high school Spanish class. She assumed rightly that my Spanish skills were even more poor fifteen years after my last Spanish class. She handed me the Spanish dictionary and wisely advised me to practice the basic words and phrases found in the front of the dictionary every day until I left on my trip. I've never been good at following any advice that included the phrase "every day," so naturally I only picked up my Spanish dictionary a few times before I headed out on my journey.
Many people warned me that having a Spanish dictionary would be one of the best tools for me as I traveled alone throughout several Spanish speaking and foreign countries. I certainly believed the warnings of friends and family, but I had no real idea until I landed in Mexico how true their warnings had been. I was like a lost puppy or a child without her mother. I couldn't talk with locals or even begin to make out the words on signs or billboards.
I made it through the three week tour, but not without much stress and too many miscommunications. I learned quickly that gestures and pointing can go a long way when no words can be communicated. I made it to every city on my itinerary, so I did not miss out on anything in that sense, but I realized quite quickly that forgetting my Spanish dictionary made me miss out on what would have perhaps been the biggest blessing of the trip. Without a tool to help me communicate with the locals, I missed out on a lot of potentially amazing conversations and on getting to know the ins and outs of Spanish cultures from locals.
I will always regret forgetting my Spanish dictionary when I went on that trip, and not just because I couldn't get around with ease. I'll regret it even more because of the lovely Spanish people that I didn't have the privilege of conversing with during my journey.
My best friend gave me the Spanish dictionary a few months before I headed out on my trip because she remembered what a difficult time I had in high school Spanish class. She assumed rightly that my Spanish skills were even more poor fifteen years after my last Spanish class. She handed me the Spanish dictionary and wisely advised me to practice the basic words and phrases found in the front of the dictionary every day until I left on my trip. I've never been good at following any advice that included the phrase "every day," so naturally I only picked up my Spanish dictionary a few times before I headed out on my journey.
Many people warned me that having a Spanish dictionary would be one of the best tools for me as I traveled alone throughout several Spanish speaking and foreign countries. I certainly believed the warnings of friends and family, but I had no real idea until I landed in Mexico how true their warnings had been. I was like a lost puppy or a child without her mother. I couldn't talk with locals or even begin to make out the words on signs or billboards.
I made it through the three week tour, but not without much stress and too many miscommunications. I learned quickly that gestures and pointing can go a long way when no words can be communicated. I made it to every city on my itinerary, so I did not miss out on anything in that sense, but I realized quite quickly that forgetting my Spanish dictionary made me miss out on what would have perhaps been the biggest blessing of the trip. Without a tool to help me communicate with the locals, I missed out on a lot of potentially amazing conversations and on getting to know the ins and outs of Spanish cultures from locals.
I will always regret forgetting my Spanish dictionary when I went on that trip, and not just because I couldn't get around with ease. I'll regret it even more because of the lovely Spanish people that I didn't have the privilege of conversing with during my journey.
By degrees: The different German dialects
German is one of the most popular languages in the world. In fact, the Guinness Book of World Records has listed the German language as one of the three languages that are learned the most by people. It is also included in the ten most spoken languages in the world. In the European Union it is the second most known foreign language.German is also one of the agreed upon official languages of the EU and is also chosen, along with English and French, as one of the three working languages used in the European Commission.
German is also considered as a pluricentric language much like English and French. With the wide scope of usage for this language, it would be quite expected to think that a person who knows German would be able to go to any part of Germany and be expected to communicate effortlessly. Unfortunately, this is quite far from the truth. In reality, the German language has many dialects that are spoken in a large part of the country (and even in other countries).
The German dialects are not mutually intelligible to each other. This means that people who only know the different German dialects and not the common German language will not be able to understand each other.
How did the dialects evolve into this? Each dialect has evolved to contain typical words that are not considered as cognates of the words used in standard German this makes it quite difficult to understand in areas where the dialect is not spoken or an area where a different dialect is used.
There is a so-called dialect continuum in countries where German is spoken. During normal situations the dialect that is used by a neighbouring region is understood quite well even if it is also distinctly different from the dialect that is used in the adjacent region.
The so called Low German dialects that are used in the Northern part of Germany are considered mutually intelligible but it still remains not understood in other parts of the country. Of the other remaining dialects, the German dialects used in Switzerland, Southern Bavaria, Austria, and the West Bank of the Rhine are notoriously known for being very hard to understand outside the regions in which these dialects are used. On the other hand, the so called Central and Eastern German dialects are seen to be more understandable in other parts of the country.
Low Germanic dialects are those dialects that were not affected by the High German consonant shift. The Low Germanic dialect is comprised of two subgroups – Low Franconian and Low German.
The High Germanic dialects are broken down into Central German and Upper German subgroups. The Central German dialects include Ripuarian, Moselle Franconian, Hessian, Thuringian, South Franconian, Lorraine Franconian and Upper Saxon. Upper German dialects include Alemannic, Swabian, East Franconian, Alsatian and Austro-Bavarian. The Upper German dialects are also used in certain parts of the Alsace, as well as in southern Germany, Liechtenstein, Austria, and in certain parts of Switzerland and Italy where German is spoken.
German is also considered as a pluricentric language much like English and French. With the wide scope of usage for this language, it would be quite expected to think that a person who knows German would be able to go to any part of Germany and be expected to communicate effortlessly. Unfortunately, this is quite far from the truth. In reality, the German language has many dialects that are spoken in a large part of the country (and even in other countries).
The German dialects are not mutually intelligible to each other. This means that people who only know the different German dialects and not the common German language will not be able to understand each other.
How did the dialects evolve into this? Each dialect has evolved to contain typical words that are not considered as cognates of the words used in standard German this makes it quite difficult to understand in areas where the dialect is not spoken or an area where a different dialect is used.
There is a so-called dialect continuum in countries where German is spoken. During normal situations the dialect that is used by a neighbouring region is understood quite well even if it is also distinctly different from the dialect that is used in the adjacent region.
The so called Low German dialects that are used in the Northern part of Germany are considered mutually intelligible but it still remains not understood in other parts of the country. Of the other remaining dialects, the German dialects used in Switzerland, Southern Bavaria, Austria, and the West Bank of the Rhine are notoriously known for being very hard to understand outside the regions in which these dialects are used. On the other hand, the so called Central and Eastern German dialects are seen to be more understandable in other parts of the country.
Low Germanic dialects are those dialects that were not affected by the High German consonant shift. The Low Germanic dialect is comprised of two subgroups – Low Franconian and Low German.
The High Germanic dialects are broken down into Central German and Upper German subgroups. The Central German dialects include Ripuarian, Moselle Franconian, Hessian, Thuringian, South Franconian, Lorraine Franconian and Upper Saxon. Upper German dialects include Alemannic, Swabian, East Franconian, Alsatian and Austro-Bavarian. The Upper German dialects are also used in certain parts of the Alsace, as well as in southern Germany, Liechtenstein, Austria, and in certain parts of Switzerland and Italy where German is spoken.
Take English Quizzes
Native English speakers make mistakes too! These sentences were modified from national magazines and advertisements in the USA. Can you find the grammatical error in each one?
1.If your food doesn't arrive hot and fresh to your door, we'll make it right or refund your money.
2.See less fine lines.
3.Read on for a healthy spread for your sandwich.
Answers:
1.The preposition "to" is not correct. To express location or place, use "at". The food will arrive fresh and hot at your door.
2.Less is incorrect. "Fewer" should be used with plural nouns. See fewer fine lines.
3.Only a living thing (plants, people or animals) can be healthy. Cream cheese, mayonnaise or any other sandwich spreads should be described as healthful. Read on for a healthful spread for your sandwich.
1.If your food doesn't arrive hot and fresh to your door, we'll make it right or refund your money.
2.See less fine lines.
3.Read on for a healthy spread for your sandwich.
Answers:
1.The preposition "to" is not correct. To express location or place, use "at". The food will arrive fresh and hot at your door.
2.Less is incorrect. "Fewer" should be used with plural nouns. See fewer fine lines.
3.Only a living thing (plants, people or animals) can be healthy. Cream cheese, mayonnaise or any other sandwich spreads should be described as healthful. Read on for a healthful spread for your sandwich.
Friday, December 22, 2006
All About French- Speaking Countries
Roughly around 200 million people around the world speak French. This number includes people who speak French as a native language, as a second language and students of all ages who do not live in a francophone (French-speaking) country but have learned French. In fact French as a foreign language is the second most commonly taught language worldwide after English. It is also the only foreign language that can be useful throughout the world as well as in the United States. French comes in second after English on the list of the world’s 10 most influential languages. Proof of this is the pivotal role French holds. It is one of the official working languages in dozens of powerful international organisations such as the European Union (EU), United Nations (UN), World Health Organisation (WHO), World Trade Organisation (WTO), and a host of other worldwide institutions.
The French language of today is a direct result of long periods of evolution. France, throughout its long history, had been invaded by different ethnic tribal groups. The most distinguished of these are the Franks. They adopted the Latin being spoken at that time. Thus, the French language is a descendant from Latin. It is also known as one of the Romance languages which include Catalan, Italian, Spanish, and Portuguese. They are called such because their parent tongue Latin was the language of the Romans. Over the years, the early French language has undergone changes in words and grammatical structures. It has evolved into today’s global French.
Frenchspeak - Here, There and Everywhere
The French-speaking world spans the entire globe with its language heard in all the continents. Aside from English, French is the only language spoken as a native or first language on 5 continents.
In Europe, French is the official language of France, Luxembourg, Monaco, Belgium and Switzerland. France with a population of more than 60 million is one of the most modern countries in the world. It is one of the predominant leaders in the European Union. French is a co-official language in Switzerland. This picturesque country is one of the world’s richest countries. It is the centre of many international associations. Belgium, in the half past century, has emerged as a progressive European state. Brussels, the capital of Belgium, is home to the headquarters of the European Union and the North Atlantic Treaty Organisation (NATO).
In Africa, the French-speaking countries include Algeria, Burundi, Benin, Chad, Republic of Congo, Equatorial Guinea, Cameroon, Comoros. Cote d’Ivoire, Gabon, Burkina Faso, Central African Republic, Democratic Republic of Congo, Djibouti, Guinea, Madagascar, Morocco, Rwanda, Togo, Mali, Niger, Senegal, Tunisia, Mauritius, Reunion and Seychelles.
In the Americas and the Caribbean, French is spoken in Canada, Haiti, French Guiana, Martinique and Guadeloupe (these last three are French territories).
In Australia and the Pacifics, Vanuatu and the overseas French territories French Polynesia, New Caledonia and Wallis and Fortuna are French-speaking.
In many other countries, French plays a significant role either as an administrative, commercial or international language. Some of these countries are Andorra, Argentina, Brazil, Cambodia, Cape Verde, Egypt, Greece, India, Italy, Laos, Lebanon, Mauritania, Poland, Syria, Trinidad and Tobago, United Kingdom (Channel Islands), United States particularly Louisiana and New England, the Vatican City and Vietnam. Clearly, the French language is spoken everywhere.
Convinced now to learn global French? It is quite easy. Browse through this site’s French Language Program and master French in the best place – the comfort of your own home.
Bonne chance! Good Luck!
The French language of today is a direct result of long periods of evolution. France, throughout its long history, had been invaded by different ethnic tribal groups. The most distinguished of these are the Franks. They adopted the Latin being spoken at that time. Thus, the French language is a descendant from Latin. It is also known as one of the Romance languages which include Catalan, Italian, Spanish, and Portuguese. They are called such because their parent tongue Latin was the language of the Romans. Over the years, the early French language has undergone changes in words and grammatical structures. It has evolved into today’s global French.
Frenchspeak - Here, There and Everywhere
The French-speaking world spans the entire globe with its language heard in all the continents. Aside from English, French is the only language spoken as a native or first language on 5 continents.
In Europe, French is the official language of France, Luxembourg, Monaco, Belgium and Switzerland. France with a population of more than 60 million is one of the most modern countries in the world. It is one of the predominant leaders in the European Union. French is a co-official language in Switzerland. This picturesque country is one of the world’s richest countries. It is the centre of many international associations. Belgium, in the half past century, has emerged as a progressive European state. Brussels, the capital of Belgium, is home to the headquarters of the European Union and the North Atlantic Treaty Organisation (NATO).
In Africa, the French-speaking countries include Algeria, Burundi, Benin, Chad, Republic of Congo, Equatorial Guinea, Cameroon, Comoros. Cote d’Ivoire, Gabon, Burkina Faso, Central African Republic, Democratic Republic of Congo, Djibouti, Guinea, Madagascar, Morocco, Rwanda, Togo, Mali, Niger, Senegal, Tunisia, Mauritius, Reunion and Seychelles.
In the Americas and the Caribbean, French is spoken in Canada, Haiti, French Guiana, Martinique and Guadeloupe (these last three are French territories).
In Australia and the Pacifics, Vanuatu and the overseas French territories French Polynesia, New Caledonia and Wallis and Fortuna are French-speaking.
In many other countries, French plays a significant role either as an administrative, commercial or international language. Some of these countries are Andorra, Argentina, Brazil, Cambodia, Cape Verde, Egypt, Greece, India, Italy, Laos, Lebanon, Mauritania, Poland, Syria, Trinidad and Tobago, United Kingdom (Channel Islands), United States particularly Louisiana and New England, the Vatican City and Vietnam. Clearly, the French language is spoken everywhere.
Convinced now to learn global French? It is quite easy. Browse through this site’s French Language Program and master French in the best place – the comfort of your own home.
Bonne chance! Good Luck!
Why Should People Learn Spanish
I remember the first time I visited Mexico. It is a beautiful country. I was young so naturally, I went with my parents. None of us could speak more than a few words of Spanish. We had a vague idea of how the Mexican currency worked, but we were clueless when it came to how much to pay people at restaurants and the shops. Let’s just say it was an interesting experience (and I’m sure we were overcharged a number of times).
Oftentimes, it’s when you have to go without it that you realize how important communication really is. For example, it’s not fun listening to a group of people talk about the latest widget or gadget when you know absolutely nothing about it. You sure can’t add anything to the conversation.
And just listening in on a topic you know nothing about will take a toll on you since you won’t be able to relate to the group’s conversation. (Think about the last time you had to listen to a group of guys talk about football ladies, or for the men, perhaps a conversation related to make-up).
It’s even worse to be surrounded by a group of people who are speaking an entirely different language. Just think about it, you may not even be able to decipher what the topic of conversation is!
In addition to the awkward moments, not being able to speak the language of the people around you can be a bit frightening. Imagine if you were lost … or had an emergency. Not being able to communicate would only add to the trauma.
Like everyone else, you feel alone and a little vulnerable when you can’t express yourself to others.
That’s why if you are planning a vacation to a foreign, Spanish speaking country or have Spanish speaking friends, you may want to at least learn conversational Spanish. Otherwise, you may be left out in the cold, so to speak.
How to learn Spanish?
The problem is learning a new language can be frustrating and time consuming. In fact, learning a second language can be one of the most difficult learning tasks to master. But it doesn’t have to be. You can learn to speak Spanish in a user-friendly and comfortable environment.
For many, learning a new language opens the door to a large amount of other activities; like international travel, career advancement, and meeting new people. Believe it or not, learning a new language is usually one of the top New Year’s resolutions. So you’re not alone. Other people learn Spanish, so can you!
Learning a new language is easiest if you can see progress and gain some self confidence. Otherwise, you run the risk of giving up.
So if you’re ready to start learning Spanish, there is an easy way and a hard way to do it. Studies have show that it’s best to learn a new language the same way people naturally learn their native tongue. That means you need to hear Spanish being spoken and practice speaking Spanish as often as you can. Just keep with it and you’ll learn conversational Spanish in no time.
Remember, language is a powerful force. Learning Spanish will only open new doors for you!
Oftentimes, it’s when you have to go without it that you realize how important communication really is. For example, it’s not fun listening to a group of people talk about the latest widget or gadget when you know absolutely nothing about it. You sure can’t add anything to the conversation.
And just listening in on a topic you know nothing about will take a toll on you since you won’t be able to relate to the group’s conversation. (Think about the last time you had to listen to a group of guys talk about football ladies, or for the men, perhaps a conversation related to make-up).
It’s even worse to be surrounded by a group of people who are speaking an entirely different language. Just think about it, you may not even be able to decipher what the topic of conversation is!
In addition to the awkward moments, not being able to speak the language of the people around you can be a bit frightening. Imagine if you were lost … or had an emergency. Not being able to communicate would only add to the trauma.
Like everyone else, you feel alone and a little vulnerable when you can’t express yourself to others.
That’s why if you are planning a vacation to a foreign, Spanish speaking country or have Spanish speaking friends, you may want to at least learn conversational Spanish. Otherwise, you may be left out in the cold, so to speak.
How to learn Spanish?
The problem is learning a new language can be frustrating and time consuming. In fact, learning a second language can be one of the most difficult learning tasks to master. But it doesn’t have to be. You can learn to speak Spanish in a user-friendly and comfortable environment.
For many, learning a new language opens the door to a large amount of other activities; like international travel, career advancement, and meeting new people. Believe it or not, learning a new language is usually one of the top New Year’s resolutions. So you’re not alone. Other people learn Spanish, so can you!
Learning a new language is easiest if you can see progress and gain some self confidence. Otherwise, you run the risk of giving up.
So if you’re ready to start learning Spanish, there is an easy way and a hard way to do it. Studies have show that it’s best to learn a new language the same way people naturally learn their native tongue. That means you need to hear Spanish being spoken and practice speaking Spanish as often as you can. Just keep with it and you’ll learn conversational Spanish in no time.
Remember, language is a powerful force. Learning Spanish will only open new doors for you!
Writing Japanese: What is Kanji, Hiragana and Katakana
The Japanese language is so fascinating. The tonal qualities of the language is quite unique and the inherent politeness of the Japanese people is translated well into its language which is in turns elegant and stylish and drips with respect.
Japanese writing is also a very elegant script and it has evolved from its original Chinese script beginnings to become something that is intrinsically Japanese. There are actually different types or ways of writing Japanese characters and it has been a source of confusion for people who are not familiar with Japanese culture or for students of Japanese culture who have not yet fully researched the intricacies of the Japanese written language.
The three ways of writing Japanese characters are Kanji, Hiragana, and Katakana, with another version called Romaji being used for special purposed.
Kanji
The word kanji is a Japanese derivative of the Chinese word hanzi, which translates to “Han characters”. The word Han pertains to the Han Dynasty and is also the name that the Chinese use to refer to themselves.
Using Kanji would mean employing between 5000 to 10000 Chinese characters. This meant that writing in this form was very difficult. In 1981, the Japanese government, as a measure to simplify how Japanese is written and read, intrduced the j?y? kanji hy? or List of Chinese Characters for General Use. The list includes 1945 regular characters and 166 special characters that has a use only for writing people’s names. All official documents, as well as newspapers, textbooks as well as other publications only use this form.
Hiragana
Chinese characters are considered as the source for Hiragana syllables. Hiragana – which means “ordinary syllabic script” -- was referred to originally as onnade or “women’s hand” because women used this form the most. Men are known to write in Kanji and Katakana. But usage of Hiragana evolved through the centuries, and by the 10th century, it was being used by both men and women.
The earliest versions of hiragana had diverse characters that represent the same syllable. The whole system was simplified however in order to make it easier to use by establishing a one to one correspondence between the written and spoken syllables.
Katakana
The Katakana “alphabets” have a very storied history. It was taken from abbreviated Chinese characters that were used by Buddhist monks. They used Katakana in order to illustrate the correct pronunciations of Chinese text back in the 9th century. Initially, there were so many different symbols used just to represent one syllable that it became quite confusing. But through time, it became more streamlined. Katakana was initially thought of as “men’s writing” but over the centuries it has been used to write onomatopoeic words, foreign names, telegrams, and non-Chinese loan words. Katakana contains about 48 syllables.
There is also another script used in the Japanese language called Romaji. It is basically used to write the Latin alphabet into Japanese characters, especially for English or Latin alphabet-spelled words that do not have a direct Japanese translation.
Japanese writing is also a very elegant script and it has evolved from its original Chinese script beginnings to become something that is intrinsically Japanese. There are actually different types or ways of writing Japanese characters and it has been a source of confusion for people who are not familiar with Japanese culture or for students of Japanese culture who have not yet fully researched the intricacies of the Japanese written language.
The three ways of writing Japanese characters are Kanji, Hiragana, and Katakana, with another version called Romaji being used for special purposed.
Kanji
The word kanji is a Japanese derivative of the Chinese word hanzi, which translates to “Han characters”. The word Han pertains to the Han Dynasty and is also the name that the Chinese use to refer to themselves.
Using Kanji would mean employing between 5000 to 10000 Chinese characters. This meant that writing in this form was very difficult. In 1981, the Japanese government, as a measure to simplify how Japanese is written and read, intrduced the j?y? kanji hy? or List of Chinese Characters for General Use. The list includes 1945 regular characters and 166 special characters that has a use only for writing people’s names. All official documents, as well as newspapers, textbooks as well as other publications only use this form.
Hiragana
Chinese characters are considered as the source for Hiragana syllables. Hiragana – which means “ordinary syllabic script” -- was referred to originally as onnade or “women’s hand” because women used this form the most. Men are known to write in Kanji and Katakana. But usage of Hiragana evolved through the centuries, and by the 10th century, it was being used by both men and women.
The earliest versions of hiragana had diverse characters that represent the same syllable. The whole system was simplified however in order to make it easier to use by establishing a one to one correspondence between the written and spoken syllables.
Katakana
The Katakana “alphabets” have a very storied history. It was taken from abbreviated Chinese characters that were used by Buddhist monks. They used Katakana in order to illustrate the correct pronunciations of Chinese text back in the 9th century. Initially, there were so many different symbols used just to represent one syllable that it became quite confusing. But through time, it became more streamlined. Katakana was initially thought of as “men’s writing” but over the centuries it has been used to write onomatopoeic words, foreign names, telegrams, and non-Chinese loan words. Katakana contains about 48 syllables.
There is also another script used in the Japanese language called Romaji. It is basically used to write the Latin alphabet into Japanese characters, especially for English or Latin alphabet-spelled words that do not have a direct Japanese translation.
Italian: Speaking The Language of Love
One of the most romantic languages on earth is Italian.
There is indescribable quality to the Italian language that makes it sound so florid and expressive – two qualities that lend itself well to missives of love and passionate feelings.
But what could have made the Italian language become so associated with feelings of love and romance?
One very important factor could be the culture. The rich culture of Italy and its storied history could have brought about a subconscious association of anything romantic with the Italian language.
Italy’s culture is loaded with romantic imagery and a pervasive atmosphere of passion. Case in point are the many artworks and architectural wonders that the country possess. The art of such masters Leonardo da Vinci and Michaelangelo may be firmly rooted in the Classical school but you still could not help but feel the passion that emanate from their works. From the virile yet delicate features of David to enigmatic smile of La Gioconda -- the celebration of the human form and its emotions and passions are all too apparent. The religious iconography and artwork that is one of the centerpieces of the Vatican (located in Italy) may be not necessarily be associated with erotic love. But the images of saints, Jesus, and of the Virgin Mary convey a different kind of love altogether – divine, pure and aspirational.
Italy’s old world architecture has also contributed in making the Italian language synonymous with love. Every person who has toured the country and visited its old buildings and churches all describe the feeling of awe upon seeing majestic works of beauty that have been wrought by the hand of man. Who wouldn’t be filled with the feeling of love upon seeing St. Peter’s Basilica, the old Roman monuments and statues as well as the old world buildings that dot the quaint streets of Italy?
Italy’s other cultural contributions also convey love and passion. The opera is one fine example. The passion conveyed by this exquisite art form is hard to surpass. From the first notes of any opera piece – whether it be a comedy or a tragedy – is enough to transport the listener to another world that is pure sensation and emotion. The listener is like a boat buffeted by the waves of passion and love, happiness and wistfulness that each aria conveys through melody and words.
Italian literature also brings this kind of fervent passion to paper. From poetry to novels the Italian language has been used to great effect in conveying feelings of love.
But probably the biggest reason why the Italian language has such a strong association with love is the country itself. Italy is such a romantic place that millions of honeymooners, couples and married folk go to the country to soak up the fabled romantic ambience of Italy. There are so many things that couples do in Italy that have become synonymous with romance and love – riding a gondola through Italy’s canals, wine tasting in the countryside, having coffee al fresco, and even walking through Italy’s narrow cobblestone streets.
With all of these reasons it is no wonder the moment you hear someone speak Italian the first thing that comes to your mind is love and romance.
There is indescribable quality to the Italian language that makes it sound so florid and expressive – two qualities that lend itself well to missives of love and passionate feelings.
But what could have made the Italian language become so associated with feelings of love and romance?
One very important factor could be the culture. The rich culture of Italy and its storied history could have brought about a subconscious association of anything romantic with the Italian language.
Italy’s culture is loaded with romantic imagery and a pervasive atmosphere of passion. Case in point are the many artworks and architectural wonders that the country possess. The art of such masters Leonardo da Vinci and Michaelangelo may be firmly rooted in the Classical school but you still could not help but feel the passion that emanate from their works. From the virile yet delicate features of David to enigmatic smile of La Gioconda -- the celebration of the human form and its emotions and passions are all too apparent. The religious iconography and artwork that is one of the centerpieces of the Vatican (located in Italy) may be not necessarily be associated with erotic love. But the images of saints, Jesus, and of the Virgin Mary convey a different kind of love altogether – divine, pure and aspirational.
Italy’s old world architecture has also contributed in making the Italian language synonymous with love. Every person who has toured the country and visited its old buildings and churches all describe the feeling of awe upon seeing majestic works of beauty that have been wrought by the hand of man. Who wouldn’t be filled with the feeling of love upon seeing St. Peter’s Basilica, the old Roman monuments and statues as well as the old world buildings that dot the quaint streets of Italy?
Italy’s other cultural contributions also convey love and passion. The opera is one fine example. The passion conveyed by this exquisite art form is hard to surpass. From the first notes of any opera piece – whether it be a comedy or a tragedy – is enough to transport the listener to another world that is pure sensation and emotion. The listener is like a boat buffeted by the waves of passion and love, happiness and wistfulness that each aria conveys through melody and words.
Italian literature also brings this kind of fervent passion to paper. From poetry to novels the Italian language has been used to great effect in conveying feelings of love.
But probably the biggest reason why the Italian language has such a strong association with love is the country itself. Italy is such a romantic place that millions of honeymooners, couples and married folk go to the country to soak up the fabled romantic ambience of Italy. There are so many things that couples do in Italy that have become synonymous with romance and love – riding a gondola through Italy’s canals, wine tasting in the countryside, having coffee al fresco, and even walking through Italy’s narrow cobblestone streets.
With all of these reasons it is no wonder the moment you hear someone speak Italian the first thing that comes to your mind is love and romance.
The American English Accent:: The Voiced And Unvoiced
The voiced and unvoiced consonants
In this section we will try to clarify the difference between the voiced consonants and the unvoiced consonants.
If you want to master English pronunciation you have to able to distinguish between these two types of consonants. This is necessary for you to learn the proper pronunciation when you learn new vocabulary. And more importantly you need to know the difference between voiced and unvoiced consonants to be able to pronounce the words of English correctly. What makes one consonant be voiced and another not?
A consonant is voiced when it makes the vocal cords vibrate. It is voiceless when it is pronounced without vibrating the vocal cords.
The sound of the letters "p" and "b"
For example, the sounds indicated by the letters "b" and "p" differ only in their vocalization (voicing). The are both "bilabials", that is, they are produced by closing both lips. But the "b" is voiced and the "p" is unvoiced. In this article, we will follow common practice and indicate the letters of the alphabet with quotes (“b” and “p”) and the sounds with slashes (/b/ and /p/)
You can appreciate the difference by lightly touching with the tips of your fingers your "Adam's Apple" (the voice box that you can see in the front of your throat) as you pronounce the word bowl . You can feel the vibration with the tips of our fingers. Concentrate on the first sound, the consonant /b/ before passing to the vowel represented by the "o". Notice that you can lengthen the sound (something is heard!) without the "o". This is because /b/ is a voiced consonant.
Now pronounce the word pole. Do you feel the vibration in the vocal cords? No. The reason is that /p/ is an unvoiced consonant. Notice that you you can't lengthen the sound or hear anything.
When you pronounce these sounds, don't forget the advice we already gave you in other articles: exaggerate the value of the vowel "o" with a strong English accent!
Listen to the following exercise until you can distinguish betwen the two sounds and produce them yourself.
You should be able to telll the difference between the /p/ and the /b/ in the sentence The doctor said: "Bill, take your pill!
Try it now!
The sounds of the English letters /k/ (sometimes "c") and /g/
It is not only the sounds /p/ and /b/ that are voiced or unvoiced. The same distinction holds for the sounds represented by the letters "k" y "g" in the International Phonetic Alphabet. By the way, do you see that it will not be hard for you to learn the symbols of the IPA? Many of the symbols, like the k and the g are already familiar to you. They are the normal letters of the alphabet.
The IPA symbol k interests us now. It is the "hard" sound of the letter "c", the sound that the letter "c" usually takes before the letters "a", "o", and "u", for example in the words car, coat, cube.
Now can you see how the IPA system makes it easy for you to learn the pronunciation of new words? Now, we don't have to worry that sometimes the letter "c" has the sound of the IPA symbol k (as in the word cold) or that sometimes the same letter "c" of the English alphabet is pronounced as the IPA s (as in the words cell ).
!
Now try to feel in your voice box the vibration in the word coal! You can't because it is the unvoiced partner in the pair. If you touch your voice box while you pronounce the word goal, you do feel the vibration because the sound g is voiced.
Practice the two words coal and goal. But keep on pronouncing the the English vowel with its lengthening. Exaggerate the English language character of the vowel. Don't pronounce it as if it were col or gol in your language. And also remember the explosive nature of the consonant represented by the "c" in English when it is pronounced as the IPA k. Blow out the candle when you say coal.
Pero… ¡Qué no suene como si hablaras de repollo (la col en el Perú) o del fútbol (el gol)!
¡Cuidado con tu acento hispano!
Did you notice that we review various important things about the English sounds as we move along in this book. From now on, in your listening and in your practice, you must remember the explosive consonants, the special English vowels, and the voiced or unvoiced consonants.
Listen and practice all these essential elements of English pronunciation.
The sound of the letters "t" and "d"
Consider the pair of words tear and dear. Do the same with these words as you did above with the pairs of words coal and goal, and pole and bowl. Can you distinguish which of the initial sounds is voiced and which is unvoiced? Both are pronounced in almost the same place in the mouth but the initial sound of these two words is different in that the letter "t" is usually voiceless and the "d" is usually voiced. However, do NOT think that the letter "d" in English is always voiced. You will see that sometimes this letter "d" represents a voiceless sound. This is a VERY important lesson in the pronunciation of English and when you learn how and when the "d" is unvoiced it will be a valuable tool for you in your mastery of English.
This difference between the letters "d" and "t" in English is very important in the matter of the past tense of verbs. We will treat this elsewhere.
Also there is another pair of voiced and unvoiced consonants, the sounds represented in English by the letters "s" and "z". We will study them in their most important contexts, that of the third person singular of the present of verbs, and that of the plural of nouns.
But for now, concentrate on the consonants we just looked at.
Now listen and practice! Listen wherever you can (or listen in our book) to the different pairs of voiced and unvoiced consonants. Then make them yourself.
In this section we will try to clarify the difference between the voiced consonants and the unvoiced consonants.
If you want to master English pronunciation you have to able to distinguish between these two types of consonants. This is necessary for you to learn the proper pronunciation when you learn new vocabulary. And more importantly you need to know the difference between voiced and unvoiced consonants to be able to pronounce the words of English correctly. What makes one consonant be voiced and another not?
A consonant is voiced when it makes the vocal cords vibrate. It is voiceless when it is pronounced without vibrating the vocal cords.
The sound of the letters "p" and "b"
For example, the sounds indicated by the letters "b" and "p" differ only in their vocalization (voicing). The are both "bilabials", that is, they are produced by closing both lips. But the "b" is voiced and the "p" is unvoiced. In this article, we will follow common practice and indicate the letters of the alphabet with quotes (“b” and “p”) and the sounds with slashes (/b/ and /p/)
You can appreciate the difference by lightly touching with the tips of your fingers your "Adam's Apple" (the voice box that you can see in the front of your throat) as you pronounce the word bowl . You can feel the vibration with the tips of our fingers. Concentrate on the first sound, the consonant /b/ before passing to the vowel represented by the "o". Notice that you can lengthen the sound (something is heard!) without the "o". This is because /b/ is a voiced consonant.
Now pronounce the word pole. Do you feel the vibration in the vocal cords? No. The reason is that /p/ is an unvoiced consonant. Notice that you you can't lengthen the sound or hear anything.
When you pronounce these sounds, don't forget the advice we already gave you in other articles: exaggerate the value of the vowel "o" with a strong English accent!
Listen to the following exercise until you can distinguish betwen the two sounds and produce them yourself.
You should be able to telll the difference between the /p/ and the /b/ in the sentence The doctor said: "Bill, take your pill!
Try it now!
The sounds of the English letters /k/ (sometimes "c") and /g/
It is not only the sounds /p/ and /b/ that are voiced or unvoiced. The same distinction holds for the sounds represented by the letters "k" y "g" in the International Phonetic Alphabet. By the way, do you see that it will not be hard for you to learn the symbols of the IPA? Many of the symbols, like the k and the g are already familiar to you. They are the normal letters of the alphabet.
The IPA symbol k interests us now. It is the "hard" sound of the letter "c", the sound that the letter "c" usually takes before the letters "a", "o", and "u", for example in the words car, coat, cube.
Now can you see how the IPA system makes it easy for you to learn the pronunciation of new words? Now, we don't have to worry that sometimes the letter "c" has the sound of the IPA symbol k (as in the word cold) or that sometimes the same letter "c" of the English alphabet is pronounced as the IPA s (as in the words cell ).
!
Now try to feel in your voice box the vibration in the word coal! You can't because it is the unvoiced partner in the pair. If you touch your voice box while you pronounce the word goal, you do feel the vibration because the sound g is voiced.
Practice the two words coal and goal. But keep on pronouncing the the English vowel with its lengthening. Exaggerate the English language character of the vowel. Don't pronounce it as if it were col or gol in your language. And also remember the explosive nature of the consonant represented by the "c" in English when it is pronounced as the IPA k. Blow out the candle when you say coal.
Pero… ¡Qué no suene como si hablaras de repollo (la col en el Perú) o del fútbol (el gol)!
¡Cuidado con tu acento hispano!
Did you notice that we review various important things about the English sounds as we move along in this book. From now on, in your listening and in your practice, you must remember the explosive consonants, the special English vowels, and the voiced or unvoiced consonants.
Listen and practice all these essential elements of English pronunciation.
The sound of the letters "t" and "d"
Consider the pair of words tear and dear. Do the same with these words as you did above with the pairs of words coal and goal, and pole and bowl. Can you distinguish which of the initial sounds is voiced and which is unvoiced? Both are pronounced in almost the same place in the mouth but the initial sound of these two words is different in that the letter "t" is usually voiceless and the "d" is usually voiced. However, do NOT think that the letter "d" in English is always voiced. You will see that sometimes this letter "d" represents a voiceless sound. This is a VERY important lesson in the pronunciation of English and when you learn how and when the "d" is unvoiced it will be a valuable tool for you in your mastery of English.
This difference between the letters "d" and "t" in English is very important in the matter of the past tense of verbs. We will treat this elsewhere.
Also there is another pair of voiced and unvoiced consonants, the sounds represented in English by the letters "s" and "z". We will study them in their most important contexts, that of the third person singular of the present of verbs, and that of the plural of nouns.
But for now, concentrate on the consonants we just looked at.
Now listen and practice! Listen wherever you can (or listen in our book) to the different pairs of voiced and unvoiced consonants. Then make them yourself.
Wednesday, December 20, 2006
The Benefits Of Learning A Foreign Language
If you're wondering whether or not it's worth the time to learn a foreign language, read these Top Benefits of Learning A Foreign Language before you decide.
#1 Reason for learning a foreign language: More money and better job opportunities.
A recent article in the NY Times quoted New York State Attorney General Eliot Spitzer on the subject of a lawsuit filed against the State of NY charging that "lack of basic translation services in several New York City hospitals is endangering immigrant patients and violating state and federal law."
It's lawsuits like this that underline the importance of employers hiring people that can speak a foreign language. As the lawsuit points out, it's no longer a matter of political correctness to be able to service your customers in their native language. In some instances, such as public health and public safety organizations, it can be truly a matter of live or death!
Many employers are responding to the need to hire people who speak a foreign language by offering more money to start and higher raises throughout their career.
In addition to pay scale, being able to speak a foreign can also help open the opportunity to qualify for more exotic and interesting jobs such as foreign service officer for the CIA or State Department, or foreign language specialist for the National Security Agency.
#2 Reason for learning a foreign language: Increased perception of intelligence.
It is a generally accepted notion that people who speak a second or foreign language are perceived as being more intelligent than those who do not have any foreign language skills. In Europe, where the majority of the population speaks their own native language as well as at least English, if not a third or even fourth foreign language, Americans are perceived as being less intelligent because we are not bilingual for the most part.
#3 Reason for learning a foreign language: More social opportunities
When you speak a foreign language you have the opportunity to associate with others who either speak the language natively or have learned a foreign language in addition to their own native language. You end up expanding your circle of social and business contacts and, as a result, you are open to being invited to more social and business functions.
#4 Reason for learning a foreign language: More rewarding travel opportunities
It's just plain more fun and interesting when you vacation in a country where you speak the language. Not only do the locals treat you better, because they see that you made an effort to learn their language, but you get better service in shops and restaurants because you can read the signs, understand the menu, and converse better with the staff. Being able to speak the native foreign language can be a lifesaver if you have a medical emergency and have to communicate your symptoms to medical staff who may not speak English as well as you would hope they could.
#1 Reason for learning a foreign language: More money and better job opportunities.
A recent article in the NY Times quoted New York State Attorney General Eliot Spitzer on the subject of a lawsuit filed against the State of NY charging that "lack of basic translation services in several New York City hospitals is endangering immigrant patients and violating state and federal law."
It's lawsuits like this that underline the importance of employers hiring people that can speak a foreign language. As the lawsuit points out, it's no longer a matter of political correctness to be able to service your customers in their native language. In some instances, such as public health and public safety organizations, it can be truly a matter of live or death!
Many employers are responding to the need to hire people who speak a foreign language by offering more money to start and higher raises throughout their career.
In addition to pay scale, being able to speak a foreign can also help open the opportunity to qualify for more exotic and interesting jobs such as foreign service officer for the CIA or State Department, or foreign language specialist for the National Security Agency.
#2 Reason for learning a foreign language: Increased perception of intelligence.
It is a generally accepted notion that people who speak a second or foreign language are perceived as being more intelligent than those who do not have any foreign language skills. In Europe, where the majority of the population speaks their own native language as well as at least English, if not a third or even fourth foreign language, Americans are perceived as being less intelligent because we are not bilingual for the most part.
#3 Reason for learning a foreign language: More social opportunities
When you speak a foreign language you have the opportunity to associate with others who either speak the language natively or have learned a foreign language in addition to their own native language. You end up expanding your circle of social and business contacts and, as a result, you are open to being invited to more social and business functions.
#4 Reason for learning a foreign language: More rewarding travel opportunities
It's just plain more fun and interesting when you vacation in a country where you speak the language. Not only do the locals treat you better, because they see that you made an effort to learn their language, but you get better service in shops and restaurants because you can read the signs, understand the menu, and converse better with the staff. Being able to speak the native foreign language can be a lifesaver if you have a medical emergency and have to communicate your symptoms to medical staff who may not speak English as well as you would hope they could.
Learn Japanese Language - Do You Know That There Are 3 Different Japanese Symbol
Learn Japanese for a real communication for your work, school project, and communicating with your Japanese mate properly.
Many people think that Learning to speak Japanese language is more difficult than learning to write Japanese. But, it is actually vice versa, because there are 3 different Japanese symbol called Kanji, Hiragana and Katakana, if you want to learn to write Japanese.
Normally, many Westerners think that kanji symbol is the only writing form we use in Japanese. It is true that we use kanji symbols more than hiragana or katakana symbols when writing something in Japanese. However, unlike Chinese people who use only Kanji symbols, we mix up all Japanese scripts.
So, when do you have to use which script? The answer is it all depends on a type of sentence used. Generally, the majority of Japanese textbooks says that Hiragana symbol is used when a word cannot be written in Kanji symbol, and Katakana symbol is mainly used to represent foreign words, or names which have adopted into the Japanese writing system.
However, it is always the case.
For example, "Thank you" in Japanese is "A Ri Ga To U". Normally, you will write this word in Hiragana symbol, but in a formal letter, you should use Kanji symbol. Although it is not wrong to use katakana symbol to write "Thank you" in Japanese, not many Japanese people would do so.
If you travel to Japan, you would see how each Japanese Kanji Symbols, Hiragana and Katakana symbols are used
For example, Japanese Magazine normally use 80% of Kanji symbols, and 10% of Hiragana and Katakana symbols.
Another case is the singboard of the place in a subway. Almost all the sings are written with the Kanji symbols. By the way, we can write numbers in kanji symbols as well, but normally use the numerical sign to represent.
Also, Japanese language is changing everyday. There are new Japanese words in which old Japanese people cannot understand and those words are usually written by Katakana symbol or Hiragana symbol.
Although they are not proper Japanese language, many young Japanese people use such characters nowadays, and those words are normally abbreviated words.
That is why leaning to write Japanese is more difficult than speaking Japanese
Many people think that Learning to speak Japanese language is more difficult than learning to write Japanese. But, it is actually vice versa, because there are 3 different Japanese symbol called Kanji, Hiragana and Katakana, if you want to learn to write Japanese.
Normally, many Westerners think that kanji symbol is the only writing form we use in Japanese. It is true that we use kanji symbols more than hiragana or katakana symbols when writing something in Japanese. However, unlike Chinese people who use only Kanji symbols, we mix up all Japanese scripts.
So, when do you have to use which script? The answer is it all depends on a type of sentence used. Generally, the majority of Japanese textbooks says that Hiragana symbol is used when a word cannot be written in Kanji symbol, and Katakana symbol is mainly used to represent foreign words, or names which have adopted into the Japanese writing system.
However, it is always the case.
For example, "Thank you" in Japanese is "A Ri Ga To U". Normally, you will write this word in Hiragana symbol, but in a formal letter, you should use Kanji symbol. Although it is not wrong to use katakana symbol to write "Thank you" in Japanese, not many Japanese people would do so.
If you travel to Japan, you would see how each Japanese Kanji Symbols, Hiragana and Katakana symbols are used
For example, Japanese Magazine normally use 80% of Kanji symbols, and 10% of Hiragana and Katakana symbols.
Another case is the singboard of the place in a subway. Almost all the sings are written with the Kanji symbols. By the way, we can write numbers in kanji symbols as well, but normally use the numerical sign to represent.
Also, Japanese language is changing everyday. There are new Japanese words in which old Japanese people cannot understand and those words are usually written by Katakana symbol or Hiragana symbol.
Although they are not proper Japanese language, many young Japanese people use such characters nowadays, and those words are normally abbreviated words.
That is why leaning to write Japanese is more difficult than speaking Japanese
Some Advice When Learning to Speak Japanese
You may need to learn the Japanese language because you are traveling to Japan and want to become familiar with popular Japanese words and phrases. Or you might have taken a class to learn Japanese years before and are now looking for a refresher course. Perhaps you have a great interest in learning to speak Japanese simply because you love the Japanese language.
Whatever the reasons you desire to learn to speak Japanese, you will want to be sure to keep the following advice in mind.
There are many aspects of the Japanese language that you might be considering learning. If you are interested in learning essential Japanese words and phrases to get through a few conversations with those who speak Japanese fluently, then beginning with the basics is the best place to start.
Learn popular words and phrases such as “hello”, “how are you?” and “thank you” first. Then practice using them in your daily conversations with those who speak Japanese. If you do not know anyone who speaks Japanese, keep practicing and speaking your words and phrases daily anyway - practice makes perfect.
If you want to learn Japanese so that you can better understand Japanese etiquette and culture, it is probably best to immerse yourself in conversational Japanese language studies. Learning Japanese this way can be beneficial because you will understand the body language, intonation and communication styles of those who speak Japanese fluently.
Listen to conversational audio, observe fluent speakers interacting with each other, and even try to watch and comprehend Japanese news or other real-life Japanese shows on TV. When listening to others speak Japanese, you still want to try to pick up on basic Japanese words and phrases. However, in learning conversational Japanese, it would be to your advantage to focus on situational phrases and even Japanese slang or expressions as well.
Understanding and using these types of colloquialisms is what helps you to become fluent in the Japanese language. Instead of focusing on basic phrases like “hello” and “good morning”, you will want to focus on how to begin interactions by asking questions like “what is your name?” or “what do you do for a living?”. Japanese etiquette plays a role in conversation, so take notice of the phrases and intonations that younger people use when speaking to their elders or that employees use to speak to their superiors.
It can be very difficult learning a new language. You want to try your best to stay motivated. When learning the Japanese language, you are not only learning to speak new words, you are also learning to read and interpret a different type of writing. Languages such as French and Spanish contain the same letters as the English language, but used in slightly different ways. The Japanese language will be a totally new way of reading and writing for you.
Do not be afraid of making mistakes with reading, writing or speaking Japanese, instead try to learn from your mistakes. Record yourself while you practice speaking Japanese so that you are aware of your mistakes in pronunciation and intonation. Being able to identify your weaknesses as you learn Japanese is the best way to improve.
Whatever the reasons you desire to learn to speak Japanese, you will want to be sure to keep the following advice in mind.
There are many aspects of the Japanese language that you might be considering learning. If you are interested in learning essential Japanese words and phrases to get through a few conversations with those who speak Japanese fluently, then beginning with the basics is the best place to start.
Learn popular words and phrases such as “hello”, “how are you?” and “thank you” first. Then practice using them in your daily conversations with those who speak Japanese. If you do not know anyone who speaks Japanese, keep practicing and speaking your words and phrases daily anyway - practice makes perfect.
If you want to learn Japanese so that you can better understand Japanese etiquette and culture, it is probably best to immerse yourself in conversational Japanese language studies. Learning Japanese this way can be beneficial because you will understand the body language, intonation and communication styles of those who speak Japanese fluently.
Listen to conversational audio, observe fluent speakers interacting with each other, and even try to watch and comprehend Japanese news or other real-life Japanese shows on TV. When listening to others speak Japanese, you still want to try to pick up on basic Japanese words and phrases. However, in learning conversational Japanese, it would be to your advantage to focus on situational phrases and even Japanese slang or expressions as well.
Understanding and using these types of colloquialisms is what helps you to become fluent in the Japanese language. Instead of focusing on basic phrases like “hello” and “good morning”, you will want to focus on how to begin interactions by asking questions like “what is your name?” or “what do you do for a living?”. Japanese etiquette plays a role in conversation, so take notice of the phrases and intonations that younger people use when speaking to their elders or that employees use to speak to their superiors.
It can be very difficult learning a new language. You want to try your best to stay motivated. When learning the Japanese language, you are not only learning to speak new words, you are also learning to read and interpret a different type of writing. Languages such as French and Spanish contain the same letters as the English language, but used in slightly different ways. The Japanese language will be a totally new way of reading and writing for you.
Do not be afraid of making mistakes with reading, writing or speaking Japanese, instead try to learn from your mistakes. Record yourself while you practice speaking Japanese so that you are aware of your mistakes in pronunciation and intonation. Being able to identify your weaknesses as you learn Japanese is the best way to improve.
Speaking Japanese: Learning the Language and the Cultural Etiquette
The Japanese language is considered by many to be easy to learn. Whether you wish to speak Japanese for personal reasons like travel or for professional reasons, it is important for you to consider that learning Japanese etiquette is as important as learning commonly used words and phrases.
Why is it that learning to speak Japanese is relatively easy? To begin with, there are only 5 vowel sounds:
• A is voiced as “ah,” or the way English speakers pronounce the a in “la;”
• I is pronounced as the English e in words like “need” and “tea;”
• U is vocalized in much the same way as “oo” in words like “cool” and “soon;”
• E is spoken with the same sound of the first e in the word “letter” and the e in “set;”
• O is expressed as it is in the word “told.”
Knowing how each of the vowels sounds phonetically makes speaking the Japanese words less difficult.
In addition, the Japanese language is less complicated than many others because nouns are not tied to gender or number – the same word is used for one tree or many trees – and verb remains the same regardless of the subject. Unlike English, Spanish and French (and other Latin-based languages) in which you must learn different ways to conjugate the verb based on the subject, when learning Japanese, the verb will be either past tense or the present tense (ongoing actions or the suggestion of what may happen in the future are expressed with the present tense verb).
While pronunciations can be simple once you know how the vowels are spoken, and nouns and verbs are relatively easy as well, one way in which you may stumble with the language is word order. While in English sentences are typically in a subject – verb – object format, in Japanese they are presented in the order of subject – object – verb. Of course, just as we have prepositions in English, there are a number of articles in Japanese. One article used often is “ka,” which is used at the end of the sentence to ask a question (which is important because the question mark does not exist in Japanese).
Though challenges like punctuation exist in the written language, learning to speak and understand Japanese can be accomplished. There are many resources available online, books and flashcards, as well as computer software. By finding the one that will be most beneficial to you and practicing often, you will surely be able to learn the language.
Once you have learned the language, and even while you are learning, it is important to keep etiquette in mind because how you act has as much of an impact on how you are received as the words you use to express yourself.
Make sure that you keep the following in mind:
• Unless you are very familiar with the person you are talking with, you should avoid using casual phrasings;
• Avoid being loud to get someone's attention. It is better to wave or to approach them with a bow and then speak;
• Use a quiet tone when speaking;
• Be cautious with your body language as much of the communication that takes place is unspoken;
• Always show respect for the person with whom you are speaking.
By maintaining respect for the people and cultural etiquette – you will find that beginning to communicate in Japanese is simple and, in time, you will become quite good at it.
Why is it that learning to speak Japanese is relatively easy? To begin with, there are only 5 vowel sounds:
• A is voiced as “ah,” or the way English speakers pronounce the a in “la;”
• I is pronounced as the English e in words like “need” and “tea;”
• U is vocalized in much the same way as “oo” in words like “cool” and “soon;”
• E is spoken with the same sound of the first e in the word “letter” and the e in “set;”
• O is expressed as it is in the word “told.”
Knowing how each of the vowels sounds phonetically makes speaking the Japanese words less difficult.
In addition, the Japanese language is less complicated than many others because nouns are not tied to gender or number – the same word is used for one tree or many trees – and verb remains the same regardless of the subject. Unlike English, Spanish and French (and other Latin-based languages) in which you must learn different ways to conjugate the verb based on the subject, when learning Japanese, the verb will be either past tense or the present tense (ongoing actions or the suggestion of what may happen in the future are expressed with the present tense verb).
While pronunciations can be simple once you know how the vowels are spoken, and nouns and verbs are relatively easy as well, one way in which you may stumble with the language is word order. While in English sentences are typically in a subject – verb – object format, in Japanese they are presented in the order of subject – object – verb. Of course, just as we have prepositions in English, there are a number of articles in Japanese. One article used often is “ka,” which is used at the end of the sentence to ask a question (which is important because the question mark does not exist in Japanese).
Though challenges like punctuation exist in the written language, learning to speak and understand Japanese can be accomplished. There are many resources available online, books and flashcards, as well as computer software. By finding the one that will be most beneficial to you and practicing often, you will surely be able to learn the language.
Once you have learned the language, and even while you are learning, it is important to keep etiquette in mind because how you act has as much of an impact on how you are received as the words you use to express yourself.
Make sure that you keep the following in mind:
• Unless you are very familiar with the person you are talking with, you should avoid using casual phrasings;
• Avoid being loud to get someone's attention. It is better to wave or to approach them with a bow and then speak;
• Use a quiet tone when speaking;
• Be cautious with your body language as much of the communication that takes place is unspoken;
• Always show respect for the person with whom you are speaking.
By maintaining respect for the people and cultural etiquette – you will find that beginning to communicate in Japanese is simple and, in time, you will become quite good at it.
How Teaching English with Games Helps Children Learn
There are many ways to teach ESL/TEFL to children but one of the
most exciting and rewarding ways to do it is by using English
games. English Games not only engage the children, but also
teach through play – and most of the time the children don’t
even know they are learning until the time comes to show their
knowledge! It truly is possible (and almost necessary) to
create a classroom where the students not only learn but also
truly enjoy their time there.
Incorporating English games into the classroom can build
interest in the class, put language in an interesting and
meaningful context, give students a break from the pressures of
learning a new language while giving the break a purpose, teach
real world skills and, most importantly, build the
student/teacher bond.
Building Interest in the Class
While many of us might not like to admit it, many children don't
necessarily like the idea of being in our classes to learn a new
language. Even more, as teachers we all know that even the most
attentive children can get bored and lose focus on occasion.
Incorporating English games is a great way to get out of the rut
of language drills, worksheets, boring repetition and individual
study. If you can find ways to keep the children interested in
class (i.e. through fun English games), they will also find that
they are interested in the topic – and will often absorb and
retain more knowledge than if they are simply studying to pass a
test or complete an assignment.
Friendly competition is also great to keep children interested –
it often is the one encourager that they need to actively
participate in any classroom activity. The outcome of the game
(even if it is simply knowing the score at the end of the game)
gives them a concrete and immediate incentive to use the
language as dictated by the game.
Putting Language in Useful and Meaningful Context
Repetition is necessary for fluency, yet there is nothing more
meaningless than repetition in a void. If you ask your class to
keep repeating words back at you they’ll start to feel like
parrots.
Also, if you want the children to practice conversation you have
a few options. The problem with most options is that the class
is either practicing this real life usage in small groups that
don't have you there to observe and offer assistance or much of
the class is left to work on their own while you have a
conversation with one or two pupils at a time.
English Games solve this because they allow you to engage the
entire class in activities that require practical use. When
children learning ESL get this meaningful and contextual
practice, the language becomes more vivid in their minds and
they are better able to remember what they've learned and used.
Furthermore, English games often encourage pupils to use
language spontaneously and to think for themselves and they give
children the confidence they need to go out and use the language
in real-world settings.
Giving Students a Break
Learning a new language is intense and even sometimes stressful.
English Games allow ESL pupils to have a break from the rigor of
learning a new language. If you find the right kinds of games
this break can have purpose and make useful the time spent on
the break because they are still practicing their skills. In
addition, the students will be totally immersed in the focus of
the game and they’ll be learning before they even realize what's
happening.
Teaching Real World Skills
Teachers who successfully use English games in their classrooms
will tell you there are more benefits than those just related to
learning the language. English Games give opportunities for shy
students to express themselves in a non-threatening environment.
The class will learn to work together as a whole or as small
groups. English Games can also promote competition in a
healthy, fair manner, if you chose to use them that way.
Creating a Student and Teacher Bond
Finally, as a teacher I’m sure you want to build a bond with
your pupils. Playing English games does this in so many ways.
You’ll be able to show yourself as a person, not just a teacher,
as you encourage your students to do well in the game, or join
in with them. Playing games also creates a positive learning
environment that allows children to relax and enjoy themselves
and those around them.
While some people still look at games as "time fillers" in a
classroom, when used correctly they can actually replace
"traditional" teaching time with activities that give the
students (and teachers) so many more benefits than lectures,
worksheets and boring repetition
most exciting and rewarding ways to do it is by using English
games. English Games not only engage the children, but also
teach through play – and most of the time the children don’t
even know they are learning until the time comes to show their
knowledge! It truly is possible (and almost necessary) to
create a classroom where the students not only learn but also
truly enjoy their time there.
Incorporating English games into the classroom can build
interest in the class, put language in an interesting and
meaningful context, give students a break from the pressures of
learning a new language while giving the break a purpose, teach
real world skills and, most importantly, build the
student/teacher bond.
Building Interest in the Class
While many of us might not like to admit it, many children don't
necessarily like the idea of being in our classes to learn a new
language. Even more, as teachers we all know that even the most
attentive children can get bored and lose focus on occasion.
Incorporating English games is a great way to get out of the rut
of language drills, worksheets, boring repetition and individual
study. If you can find ways to keep the children interested in
class (i.e. through fun English games), they will also find that
they are interested in the topic – and will often absorb and
retain more knowledge than if they are simply studying to pass a
test or complete an assignment.
Friendly competition is also great to keep children interested –
it often is the one encourager that they need to actively
participate in any classroom activity. The outcome of the game
(even if it is simply knowing the score at the end of the game)
gives them a concrete and immediate incentive to use the
language as dictated by the game.
Putting Language in Useful and Meaningful Context
Repetition is necessary for fluency, yet there is nothing more
meaningless than repetition in a void. If you ask your class to
keep repeating words back at you they’ll start to feel like
parrots.
Also, if you want the children to practice conversation you have
a few options. The problem with most options is that the class
is either practicing this real life usage in small groups that
don't have you there to observe and offer assistance or much of
the class is left to work on their own while you have a
conversation with one or two pupils at a time.
English Games solve this because they allow you to engage the
entire class in activities that require practical use. When
children learning ESL get this meaningful and contextual
practice, the language becomes more vivid in their minds and
they are better able to remember what they've learned and used.
Furthermore, English games often encourage pupils to use
language spontaneously and to think for themselves and they give
children the confidence they need to go out and use the language
in real-world settings.
Giving Students a Break
Learning a new language is intense and even sometimes stressful.
English Games allow ESL pupils to have a break from the rigor of
learning a new language. If you find the right kinds of games
this break can have purpose and make useful the time spent on
the break because they are still practicing their skills. In
addition, the students will be totally immersed in the focus of
the game and they’ll be learning before they even realize what's
happening.
Teaching Real World Skills
Teachers who successfully use English games in their classrooms
will tell you there are more benefits than those just related to
learning the language. English Games give opportunities for shy
students to express themselves in a non-threatening environment.
The class will learn to work together as a whole or as small
groups. English Games can also promote competition in a
healthy, fair manner, if you chose to use them that way.
Creating a Student and Teacher Bond
Finally, as a teacher I’m sure you want to build a bond with
your pupils. Playing English games does this in so many ways.
You’ll be able to show yourself as a person, not just a teacher,
as you encourage your students to do well in the game, or join
in with them. Playing games also creates a positive learning
environment that allows children to relax and enjoy themselves
and those around them.
While some people still look at games as "time fillers" in a
classroom, when used correctly they can actually replace
"traditional" teaching time with activities that give the
students (and teachers) so many more benefits than lectures,
worksheets and boring repetition
British Sign Language: 6 Quick Facts for Beginners
In the last few years, there has been an increasing amount of interest in British Sign Language (BSL). Here are 6 quick facts for the beginner and newbies to BSL:
Quick fact 1:
The sign language used in England and the UK is known as British Sign Language (BSL). It is the first language of approx. 150,000 deaf people in the British Isles. There are also many thousands of people who are not deaf who BSL such as employers of deaf people, relatives/friends and interpreters.
Quick fact 2:
British Sign Language has its own grammar which uses facial expressions, hand shapes and upper body movements to convey meaning. BSL is a spatial and visual language and a lot of beginners think it is similar to mime (which it is not). The important thing to remember is that the grammar used in BSL is completely different to those used in everyday English.
Quick fact 3:
Even though Britain and the U.S.A. speak English as the first language of their respective countries, British Sign Language is different to American Sign Language, also known as ASL. Again, it is also the the same difference with BSL and Irish Sign Language (ISL) and Northern Ireland Sign Language (NISL). This fact demonstrates that even though these countries have English as the first language, the sign language used varies from country to country.
Quick fact 4:
Users of British Sign Language successfully campaigned the government of the United Kingdom and made BSL into an officially recognized British language back in March 2003. British Sign Language is now recognized on the same level as other languages of the United Kingdom such as Scottish, Welsh and Gaelic. But to this present day, BSL has no legal protection.
Quick fact 5:
Just as in the English language, British Sign Language also has regional dialects. As an example, some signs used in the Northern parts of England may have difficulty being understood in the south of the country and vice versa. And what is even more confusing is that some signs are ‘local signs’ which are understood in only certain towns. For example, some of the BSL used in Manchester is so local that it is not understood outside of the city. Think of it as local ‘slang’. And just like local slang in any town or city, new phrases and words come in and out of fashion or just evolve over time.
Quick fact 6:
After reading the facts above, you may think that British Sign Language is difficult to learn. Well the good news is that learning BSL is not as difficult as you may think. Just like learning any other French, Spanish, Japanese or any other language, the hardest part is just getting started. There are many resources for learning BSL. Some are easy to grasp and some are impossible to follow! One of the easier ones out there is a tutorial DVD which can be found at easy-bsl.com but there are also many other different resources both online and offline which are worth researching. If you have any difficulty in finding one to suit you, drop me a line and I will be more than happy to assist you.
Quick fact 1:
The sign language used in England and the UK is known as British Sign Language (BSL). It is the first language of approx. 150,000 deaf people in the British Isles. There are also many thousands of people who are not deaf who BSL such as employers of deaf people, relatives/friends and interpreters.
Quick fact 2:
British Sign Language has its own grammar which uses facial expressions, hand shapes and upper body movements to convey meaning. BSL is a spatial and visual language and a lot of beginners think it is similar to mime (which it is not). The important thing to remember is that the grammar used in BSL is completely different to those used in everyday English.
Quick fact 3:
Even though Britain and the U.S.A. speak English as the first language of their respective countries, British Sign Language is different to American Sign Language, also known as ASL. Again, it is also the the same difference with BSL and Irish Sign Language (ISL) and Northern Ireland Sign Language (NISL). This fact demonstrates that even though these countries have English as the first language, the sign language used varies from country to country.
Quick fact 4:
Users of British Sign Language successfully campaigned the government of the United Kingdom and made BSL into an officially recognized British language back in March 2003. British Sign Language is now recognized on the same level as other languages of the United Kingdom such as Scottish, Welsh and Gaelic. But to this present day, BSL has no legal protection.
Quick fact 5:
Just as in the English language, British Sign Language also has regional dialects. As an example, some signs used in the Northern parts of England may have difficulty being understood in the south of the country and vice versa. And what is even more confusing is that some signs are ‘local signs’ which are understood in only certain towns. For example, some of the BSL used in Manchester is so local that it is not understood outside of the city. Think of it as local ‘slang’. And just like local slang in any town or city, new phrases and words come in and out of fashion or just evolve over time.
Quick fact 6:
After reading the facts above, you may think that British Sign Language is difficult to learn. Well the good news is that learning BSL is not as difficult as you may think. Just like learning any other French, Spanish, Japanese or any other language, the hardest part is just getting started. There are many resources for learning BSL. Some are easy to grasp and some are impossible to follow! One of the easier ones out there is a tutorial DVD which can be found at easy-bsl.com but there are also many other different resources both online and offline which are worth researching. If you have any difficulty in finding one to suit you, drop me a line and I will be more than happy to assist you.
Language Translation For Health And Safety
Health and safety is a daily part of modern life and an ever increasing part our working lives. In the UK you have a wide range of standard documents such as method statements, risk assessments COSSH assessments, Health and Safety Manuals etc.
Often when you purchase machinery or a substance you will find it originated in another country made by people who speak a different language. But it will (or should) come with instructions for usage in the language of its destination country. Such technical manuals will no doubt have been translated into possibly many languages. This will have been completed with the assistance of a translation agency.
However, people now migrate between countries more then ever. We need only look at the migration in the EU. For example we have Polish people arriving into Britain and workers from the Ukraine now replacing them in Poland. People are on the move.
Businesses are using this migration of skill and or cheap labour. But often the migrant worker will speak limited amounts of the new language(when they arrive) and read / write it this new tongue even less. This causes potential health and safety issues if not considered and addressed. This is where language translations should be considered.
Under English law a person is deemed to have read something if they have signed it. But surely we enter a grey area if the person can obviously not read in the language?
This is a larger concern to directors and business owners as they now can be made personally responsible for such issues as ‘corporate manslaughter’.
We must also consider the growing ‘claims culture’. After an incident could your migrant worker, Motivated by a large pay-out, suddenly lose their ability to communicate in English? And how will you prove that they are reducing their language abilities? Incidences of similar abuse already occur with native workers do they not?
With these issues in mind, will your insurance company start to question your policies in regards language translation? The question must be when will this issue become serious enough for them to require action.
They only true way to avoid this is to consider language translation as part of the initial employment cost of migrant workers and as part of the health and safety audit. If you cannot be sure that your employee can read documents related to the health and safety parts of their job you will need to have a translation available in their language.
Likewise, if they are to be given any interactive training, interpreting will be required if language levels are not high enough. For the larger business it might be possible to give additional health and safety training to a member of staff who can speak in these other languages and ensure they both receive the translations and understand any training given. They can then assist or manage the training of these new staff.
As stated at the beginning on this article, equipment manuals are often translated into many languages. On this basis you may be able to obtain copies of manuals with translations into the languages of your migrant team. These translations should be a consideration on future pre-purchase discussions.
Often when you purchase machinery or a substance you will find it originated in another country made by people who speak a different language. But it will (or should) come with instructions for usage in the language of its destination country. Such technical manuals will no doubt have been translated into possibly many languages. This will have been completed with the assistance of a translation agency.
However, people now migrate between countries more then ever. We need only look at the migration in the EU. For example we have Polish people arriving into Britain and workers from the Ukraine now replacing them in Poland. People are on the move.
Businesses are using this migration of skill and or cheap labour. But often the migrant worker will speak limited amounts of the new language(when they arrive) and read / write it this new tongue even less. This causes potential health and safety issues if not considered and addressed. This is where language translations should be considered.
Under English law a person is deemed to have read something if they have signed it. But surely we enter a grey area if the person can obviously not read in the language?
This is a larger concern to directors and business owners as they now can be made personally responsible for such issues as ‘corporate manslaughter’.
We must also consider the growing ‘claims culture’. After an incident could your migrant worker, Motivated by a large pay-out, suddenly lose their ability to communicate in English? And how will you prove that they are reducing their language abilities? Incidences of similar abuse already occur with native workers do they not?
With these issues in mind, will your insurance company start to question your policies in regards language translation? The question must be when will this issue become serious enough for them to require action.
They only true way to avoid this is to consider language translation as part of the initial employment cost of migrant workers and as part of the health and safety audit. If you cannot be sure that your employee can read documents related to the health and safety parts of their job you will need to have a translation available in their language.
Likewise, if they are to be given any interactive training, interpreting will be required if language levels are not high enough. For the larger business it might be possible to give additional health and safety training to a member of staff who can speak in these other languages and ensure they both receive the translations and understand any training given. They can then assist or manage the training of these new staff.
As stated at the beginning on this article, equipment manuals are often translated into many languages. On this basis you may be able to obtain copies of manuals with translations into the languages of your migrant team. These translations should be a consideration on future pre-purchase discussions.
The Ultimate Language Travel Site
A look back at what the Spanish language world was twenty-five years ago is in strong contrast to what it is now. Who would have said only a few decades ago that a community of 250 million speakers with a low economic development would jump into number two as a world language and as a thriving culture which has managed to captivate the rest of the world with its arts and entertainment. Now, at over 500 million, Spanish is not just a matter of quantity. In these two or three decades many things have happened. Spain, accounting for over 40 million, has fast developed into the world's 9th industrial power and a key member of the European Union. Mexico, Chile and Argentina have become much more important than they ever dreamed in the entangled economy of the Americas. The Spanish language minority in the United States has reached unforeseen proportions and keeps growing in a development which will certainly reshape the USA into a formally bilingual country sooner than expected. In other words, the Spanish language world had never been so important in the international context since the old days of the Spanish empire back in the 1500s.
Spanish language is not just an interesting extra for our education and our children's. It is indeed an increasingly important part of the ordinary citizen's CV. Spanish language schools in Spain used to receive a large amount of students in their late teens or early twenties, to whom learning Spanish was just a secondary subject and a lot of fun. Nowadays, the amount of these students have multiplied by twenty while thousands of new courses have been launched for minors and, more importantly, also for executives. It has always been normal to see top level executives taking a two week leave to do a super intensive English course in the UK, the heart of the English language. Well, it is now easy to see the same happening around Spain: top bosses from multinational corporations travelling thousands of miles to take an exhaustive course in order to learn Spanish, not for fun, but because it is crucial to their business.
Spanish language is not just an interesting extra for our education and our children's. It is indeed an increasingly important part of the ordinary citizen's CV. Spanish language schools in Spain used to receive a large amount of students in their late teens or early twenties, to whom learning Spanish was just a secondary subject and a lot of fun. Nowadays, the amount of these students have multiplied by twenty while thousands of new courses have been launched for minors and, more importantly, also for executives. It has always been normal to see top level executives taking a two week leave to do a super intensive English course in the UK, the heart of the English language. Well, it is now easy to see the same happening around Spain: top bosses from multinational corporations travelling thousands of miles to take an exhaustive course in order to learn Spanish, not for fun, but because it is crucial to their business.
Teaching English Tips to Stay in Control of a Large Class
Teaching English with games is becoming standard through out ESL classrooms of the world. And this is good news, because children love to learn through games, and become much more motivated students as a result. However games often make children excited, and if you have a large class you need a few things up your sleeve to bring the class into line immediately if things get a little over-heated.
Here are some tips and ideas to help you contain your pupils' enthusiasm and manage your large class. There are three sections. Essential basics, useful tips, and attention grabbers.
1. Some essential basics to manage a large class
Together with your pupils define the rules in the first lesson, and post them on the classroom wall for reference. Knowing WHY a rule is in place makes it easier to keep. You must establish the rules on day one and stick to them!
Be consistent in applying your rules. If you are arbitrary about how you dish out your rewards or 'consequences', or punishments you will undermine the rules themselves.
Praise good behavior to generate love and self-esteem. Whatever you do, avoid being like so many parents who spend their whole time telling their children, "don't do this", and "don't do that". By focusing on the positive in order to draw more attention to it you apply the universal law of "you attract what you focus on"
If you are working in a school know the law and rules of your institution before you go into the classroom for the first time, and work in harmony with the school.
Start out strict and fair - and stay that way! Being strict is not about looking stern and being bossy. It is about making sure the rules are kept, in a firm but fair way. You can still be a really fun, loving teacher and be strict with your class at the same time.
2. Useful Tips
Don't break your own rules by raising your voice to be heard. Instead talk quietly or stop and wait. Your class should know that for every minute you are kept waiting they will receive extra English homework, or whatever consequence you have designated.
Children love the sound of their own name more than anything else. So use an individual's name for praise and avoid using it when telling someone off.
Create teams and deduct or reward behavior points to a team's score during a game. Your class will respond naturally by using peer pressure to keep the naughty children from misbehaving.
Empower your children with choices. For example, ask a naughty child, "Do you want me to speak to your Dad?" By asking a question you give the child the power to choose, whereas if you use a threat such as, "I'll call your Dad if you don't behave", you take the initiative away and seem tyrannical.
You can also say things like, "you can either play the game properly or you can sit in the corner". The child will probably choose to play the game properly, and you make them responsible for their behaviour.
Prevention is better than cure, so try giving boisterous children an important task BEFORE they start to play up. They may respond well to the responsibility.
It is important, especially with a large class, to hand things out quickly or use a system to have this done, such as giving the well-behaved children the task as a reward. Sing a song together or do some counting or a quick game to occupy the class while materials are handed out.
Play a mystery game and, before you start your fun game say that during the activity you will be watching the whole class for 3 well-behaved children who will be rewarded.
Only play games where you know you can keep a handle on the situation. For example there is no point playing a boisterous game with a lot of movement if you have more than around 20 children. With large classes, including classes of up to 60 children, you need special games where the children have limited movement - such as standing up or making gestures but while remaining in their seats. You can sign up to receive free games in the resource box below, and some of the free games given out are suitable for very large classes.
Attention grabbers
Start an English song the children know and love – they will all join in with you and at the end you’ll have their attention.
Clap out a pattern which the class must clap back, or start a rhyme they know with actions.
Use quiet cues such as heads down or lights off. Vary these with other fun quiet cues such as "Give me five".1--on your bottom, legs crossed; 2--hands folded in your lap; 3--face the speaker; 4--eyes and ears open; 5--mouths closed.
You teach this repeatedly in the first lessons and after a few weeks, you only have to say "Give me five:1,2,3,4,5", and the children will do it.
You can also use the Magic 1 2 3 idea. When a child does not comply start counting 1, 2,…The child knows that if you get to 3 there will be some sort of consequence, such as missing out on the next game. If you use this and you reach 3, you must follow through with an appropriate consequence consistently.
To summarise, establish the rules and consequences for good and bad behavior, apply them consistently, set a good example, use peer pressure and points, and use attention grabbing cues such as favorite songs, English rhymes with actions and countdowns. Above all play suitable games where you know you can keep in control of your class.
You can be firm and fun at the same time, and if you cannot manage your class, you should realize that, although it sounds harsh to say it, you are wasting their time
Here are some tips and ideas to help you contain your pupils' enthusiasm and manage your large class. There are three sections. Essential basics, useful tips, and attention grabbers.
1. Some essential basics to manage a large class
Together with your pupils define the rules in the first lesson, and post them on the classroom wall for reference. Knowing WHY a rule is in place makes it easier to keep. You must establish the rules on day one and stick to them!
Be consistent in applying your rules. If you are arbitrary about how you dish out your rewards or 'consequences', or punishments you will undermine the rules themselves.
Praise good behavior to generate love and self-esteem. Whatever you do, avoid being like so many parents who spend their whole time telling their children, "don't do this", and "don't do that". By focusing on the positive in order to draw more attention to it you apply the universal law of "you attract what you focus on"
If you are working in a school know the law and rules of your institution before you go into the classroom for the first time, and work in harmony with the school.
Start out strict and fair - and stay that way! Being strict is not about looking stern and being bossy. It is about making sure the rules are kept, in a firm but fair way. You can still be a really fun, loving teacher and be strict with your class at the same time.
2. Useful Tips
Don't break your own rules by raising your voice to be heard. Instead talk quietly or stop and wait. Your class should know that for every minute you are kept waiting they will receive extra English homework, or whatever consequence you have designated.
Children love the sound of their own name more than anything else. So use an individual's name for praise and avoid using it when telling someone off.
Create teams and deduct or reward behavior points to a team's score during a game. Your class will respond naturally by using peer pressure to keep the naughty children from misbehaving.
Empower your children with choices. For example, ask a naughty child, "Do you want me to speak to your Dad?" By asking a question you give the child the power to choose, whereas if you use a threat such as, "I'll call your Dad if you don't behave", you take the initiative away and seem tyrannical.
You can also say things like, "you can either play the game properly or you can sit in the corner". The child will probably choose to play the game properly, and you make them responsible for their behaviour.
Prevention is better than cure, so try giving boisterous children an important task BEFORE they start to play up. They may respond well to the responsibility.
It is important, especially with a large class, to hand things out quickly or use a system to have this done, such as giving the well-behaved children the task as a reward. Sing a song together or do some counting or a quick game to occupy the class while materials are handed out.
Play a mystery game and, before you start your fun game say that during the activity you will be watching the whole class for 3 well-behaved children who will be rewarded.
Only play games where you know you can keep a handle on the situation. For example there is no point playing a boisterous game with a lot of movement if you have more than around 20 children. With large classes, including classes of up to 60 children, you need special games where the children have limited movement - such as standing up or making gestures but while remaining in their seats. You can sign up to receive free games in the resource box below, and some of the free games given out are suitable for very large classes.
Attention grabbers
Start an English song the children know and love – they will all join in with you and at the end you’ll have their attention.
Clap out a pattern which the class must clap back, or start a rhyme they know with actions.
Use quiet cues such as heads down or lights off. Vary these with other fun quiet cues such as "Give me five".1--on your bottom, legs crossed; 2--hands folded in your lap; 3--face the speaker; 4--eyes and ears open; 5--mouths closed.
You teach this repeatedly in the first lessons and after a few weeks, you only have to say "Give me five:1,2,3,4,5", and the children will do it.
You can also use the Magic 1 2 3 idea. When a child does not comply start counting 1, 2,…The child knows that if you get to 3 there will be some sort of consequence, such as missing out on the next game. If you use this and you reach 3, you must follow through with an appropriate consequence consistently.
To summarise, establish the rules and consequences for good and bad behavior, apply them consistently, set a good example, use peer pressure and points, and use attention grabbing cues such as favorite songs, English rhymes with actions and countdowns. Above all play suitable games where you know you can keep in control of your class.
You can be firm and fun at the same time, and if you cannot manage your class, you should realize that, although it sounds harsh to say it, you are wasting their time
Motivating Young Children to Learn English: Keeping Their Attention without Giving Them Gifts
Young children are often eager, almost too eager. The problem arises when they are eager to do things other than what you’re trying to teach them. Here are five tips to keep them interested in class and motivated to do what you want them to do:
Tip #1: Keep Yourself Motivated.
Think back to when you were a child. If your teacher was not enthusiastic about what he or she had scheduled for class that day, how did you feel about it? It’s the same with young children today. If you, the teacher and often a role model for younger children, think this is a neat activity, then they will too!
Tip #2: Encourage.
Young kids thrive on praise and positive attention from the adults in their lives. If you want them to like you and be motivated in your class, you often just need to give them a lot of positive attention.
Tip #3: Play Games
Children learn through play. Oftentimes they don’t even realize they are learning if they are enjoying the game. Just think, children could sit there and fill out worksheet after worksheet or they could play an English game and learn the same concepts. Which would you rather do?
When I say English games I’m talking about games that are specifically designed to teach language and vocabulary. For example, you could turn using vehicle vocabulary into a relay game where children need to pick a card with a word and then run to a box of vehicles (or a stack of pictures of vehicles) and bring the correct one his or her classmates.
Here is another example: If you might normally give them a worksheet to write the correct verb next to the picture illustrating the action, have them instead practice their verbs by doing the action for the word you say or the word on a card that you hold up. Likewise, you could do the action and have them write down the word. You may access free samples of fun classroom games in the resource box below.
When you play games, you can use points and competition as a motivator, but not for kids under six who may find the competition too stressful. For them, just playing the game is motivating enough. You can also sometimes award extra credit, but use it sparingly so that it remains "extra" and a special reward. Also if you use it too much, children can have so much extra credit that it sways the actual grades too much.
Tip #4: Get Their Hands Dirty
Literally and figuratively. Children like to work with their hands and whatever you can do to get the items they are learning about in their hands is useful and fun for them. This can be anything from having a sensory table filled with sand and beach items when you want to teach them summer words to having them each bring in a piece of fruit when you are teaching fruit words. Anytime you can get young children up and doing instead of listening (often passively) you are getting their hands dirty in the learning process.
Tip #5: Get Them Moving.
Movement is a vital component to motivating children. The best way to prevent children from zoning out is to get them up out of their seats at least once each class period. Even if you just require them to come up to you instead of you going to them for help, the movement can help get them out of the trance that they sometimes get from sitting in one spot too long. Grouping the children for study projects and activities helps as well. If you can, let them move the desks around or sit on the floor to change things up as well. Many games involve movement without the children needing to leave their seats, such as miming, moving certain body parts and passing things around as part of a game or race. Therefore even teachers with large classes and no space to move can use this technique, albeit to a more limited degree.
Tip #6: Vary the Pace
Alternate calm games with lively ones to keep the children alert and motivated, but without letting the class get out of hand. Good discipline is essential to effective learning
Tip #1: Keep Yourself Motivated.
Think back to when you were a child. If your teacher was not enthusiastic about what he or she had scheduled for class that day, how did you feel about it? It’s the same with young children today. If you, the teacher and often a role model for younger children, think this is a neat activity, then they will too!
Tip #2: Encourage.
Young kids thrive on praise and positive attention from the adults in their lives. If you want them to like you and be motivated in your class, you often just need to give them a lot of positive attention.
Tip #3: Play Games
Children learn through play. Oftentimes they don’t even realize they are learning if they are enjoying the game. Just think, children could sit there and fill out worksheet after worksheet or they could play an English game and learn the same concepts. Which would you rather do?
When I say English games I’m talking about games that are specifically designed to teach language and vocabulary. For example, you could turn using vehicle vocabulary into a relay game where children need to pick a card with a word and then run to a box of vehicles (or a stack of pictures of vehicles) and bring the correct one his or her classmates.
Here is another example: If you might normally give them a worksheet to write the correct verb next to the picture illustrating the action, have them instead practice their verbs by doing the action for the word you say or the word on a card that you hold up. Likewise, you could do the action and have them write down the word. You may access free samples of fun classroom games in the resource box below.
When you play games, you can use points and competition as a motivator, but not for kids under six who may find the competition too stressful. For them, just playing the game is motivating enough. You can also sometimes award extra credit, but use it sparingly so that it remains "extra" and a special reward. Also if you use it too much, children can have so much extra credit that it sways the actual grades too much.
Tip #4: Get Their Hands Dirty
Literally and figuratively. Children like to work with their hands and whatever you can do to get the items they are learning about in their hands is useful and fun for them. This can be anything from having a sensory table filled with sand and beach items when you want to teach them summer words to having them each bring in a piece of fruit when you are teaching fruit words. Anytime you can get young children up and doing instead of listening (often passively) you are getting their hands dirty in the learning process.
Tip #5: Get Them Moving.
Movement is a vital component to motivating children. The best way to prevent children from zoning out is to get them up out of their seats at least once each class period. Even if you just require them to come up to you instead of you going to them for help, the movement can help get them out of the trance that they sometimes get from sitting in one spot too long. Grouping the children for study projects and activities helps as well. If you can, let them move the desks around or sit on the floor to change things up as well. Many games involve movement without the children needing to leave their seats, such as miming, moving certain body parts and passing things around as part of a game or race. Therefore even teachers with large classes and no space to move can use this technique, albeit to a more limited degree.
Tip #6: Vary the Pace
Alternate calm games with lively ones to keep the children alert and motivated, but without letting the class get out of hand. Good discipline is essential to effective learning
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