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Plans for 2013


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This channel on YT

I thought I would just round off the year’s blogging personally, rather than just with the machine generated summary in the previous post which is very interesting, maybe more so for me than for the readers, just to give you all my warmest wishes for 2013 and to hope that I may continue to be part of what you look at online in the coming year. Your ratings and comments and hits, both here and on Quoracy.com blog and also on the YouTube channel, on Linked-In and Facebook and several other places are all very highly appreciated and at times of crisis I do derive a certain strength from knowing that I’ve still got my readers,  at least I got my friends:

In the deliciously ironic video to this interesting recent hit, the girl’s friend is a robot, but in my case behind the robot face of the internet and it’s various interfaces are real people who have been willing to share a bit in my life by watching the videos, listening to the voice droning on, reading the posts and the comments. That means a lot to me, and some of you I’ve got to know as well as people I’ve spent time with in the same room, or better.

I didn’t manage to do as much as I wanted to in 2012, partly because I always set my plans too high anyway, but also because I had a bad round of pneumonia in the summer which wiped out July and August. Read the rest of this entry

The stubborn ear of the first-time linguist.


Portrait of Jane Austen, from the memoir by J....

Meet your new English teacher...

This is an answer to the question received from Grzegorz Siwiec which I’ve answered also where he put it in the Goldlist section, and also I wanted to make an article of it in its own right as it’s a great question. I’ve added a bit more here than in the answer to his question, so hopefully you’ll read it here as well. The additional bit is at the end.

You basically said that when you read English you understand a lot, but when you hear even the same text spoken, you understand a lot less. You asked whether the Goldlist method would help with listening.

OK, so here’s the answer.

Firstly, reading and listening are two sides of the same discipline. They are both the passive sides of linguistic activity. Linguistic activity, like mathematical activity, has four main functions. In maths we have addition, multiplication, subtraction and division. And just as division is like the opposite or passive side of multiplication, so hearing is the passive side of speaking. And just as subtraction is the passive side of addition, so reading is the passive side of writing. And just as it is easier to do big subration sums than it is to do long division without a calculator, so it is that the beginner until fluency is gained will find the passive activity of reading to be easier than the passive activity of hearing.

In reading, we provide in our heads our own “voice” for the words and we “listen” to that. But it is a voice that we have made and therefore it will contain the mispronunciations that we have picked up. We may hear the same word back read by a native speaker and it may sound different because the pronunciation is not what we expected. The Goldlist can help here if you note with words in the goldlist any unexpected pronunciation to an English word if you’re learning English or other not precisely phonetic language.

In the main the reason why we do not understand a spoken text as well is that the tempo it is presented in will be someone else’s tempo. When we read we adjust the speed of the internal voice to match what we are comfortable with. We pause when we need to think about a word, whereas in a spoken text the voice carries on while we still need to chew on an earlier word, and we get lost. We can also see an unfamiliar word and analyse it for etymological clues, and do things that we don’t have time for when listening to a text. If we do get lost we can repeat it.

So don’t expect following a spoken text to be equally easy as following a written one. Not unless you are learning Japanese, that is. And even there, the speech of some speakers, especially male speakers, is quite hard to follow. Bear in mind also that some languages swallow half the letters, for instance French and Danish, and many accents of English. Accents in themselves cause listening comprehension to be much tougher than reading comprehension, especially in languages like German or English which contain strong dialects. In Polish even the Zakopane accent is not so hard to follow – I heard some on the radio this morning as a local was commenting record visitors to the place last long weekend. Kashubian is the biggest challenge maybe, or a thick Silesian, but Kashubian counts as another language and even Silesian is not as far from Polish as some of the dialects around England are from one another. People speaking southern England dialect can follow standard Australian or American with much greater facility than they can follow broad Geordie or Scouser once they get going. Please make sure you are following people who are speaking a form of English that is fairly standard. Many Poles went to Ireland and pride themselves on getting an Irish brogue, but the downside is that they aren’t all that understandable to other native speakers. Irish is a lovely accent when it’s authentic, but it’s not one the foreigner should be aiming to copy for international use if they can help it. I’m not talking Terry Wogan here, I’m talking a strong Irish accent.

So, what tools can one use to improve listening comprehension? In the good old days, in schools we used to be given dictees in French – less so in German as it was more self evident how things were written as long as a person wasn’t speaking to us in Schwaebisch. I understand that ‘dyktando’ was also used in Polish schools. You can actually give yourself a dictation by taking an audiobook and sampling a paragraph at random on the mp3, writing it out from listening to the actor read and then checking it back to the book.

You don’t even need to write it, you can simply listen to an audiobook paragraph by paragraph, then read the original to see if you understood everything, and then mark the words you still don’t know, and then use the translation to get those words, which by the way should be added to the Goldlist headlist. This linguistic Triathlon is a great way to develop both the passive skills.

The best way to go about it is to see if you can get three things for the same novel or short story: first the audiobook read by a good actor on mp3 on audible.com or other sources. There’s no shortage of material out there on the net and not all of it is paid, if you get my drift. second you need the English original and finally you need a Polish translation. It probably helps if at least one of the two written ones is in printed form – a print-out if not a book bought or borrowed from the library. By using this method you’ll gradually come to see that you need the Polish translation less and less and you need to read the material in addition to just hearing it less and less. Also you’ll familiarise yourself with some of the jewels of English literature. Take twentieth century literature in order to have a more modern standard – we tend not to talk these days in the way people did in Dickens or Jane Austen, but in due course if you like the process you’ll be able to graduate to them.

If you cannot get into novels and literature, you could choose films. Films with a lot of talking in are preferable. Green Mile, Good Will Hunting, Dead Poets Society, Fight Club – these are all better than pure action movies like James Bond which will take your time up with car chases and sexy women which could more profitably be spent on language learning. The thing to do here is to get DVDs – preferably hiring them, and play about with the soundtracks and titles. Basically when the DVD was born the language lab died.

Here are the additional bits I wanted to say:

The problem which you are encountering is particularly noticeable when learning your first foreign language. Sometimes the ear is slow in reacting to the different sounds of a language, especially when being in a country for the first time and hearing native speakers when all one has had has been other more adavcned foreign learners as speakers. This training the ear to accept strange sounds is different to activation, and can take a couple of months of being in a country. Once one has “broken” this stubborn ear then for subsequent languages the problem doesn’t tend to happen.

The other thing is that as long as you have a small vocabulary, of only a few thousand words, then you will come up against unfamiliar words more often and they will put the ear off track all the more often. A vocabulary of 15,000 words or more means that you are really familiar with 99.9% of what you hear so interruptions to the flow are that much rarer and one’s ability to follow for longer periods that much easier. Therefore working on the Goldlist to gain really large vocabularies will also help the ear to become attuned.

Concert for Polish Grandparents


One of my Polish viewers who now lives in the UK didn’t believe that concerts on Grandma and Granda‘s day (near the end of January) are marked with concerts all over Poland, as she didn’t remember any from her school days.

The fact is that this piece of Polish charm was actually imported from the United States during the 1980s! It seems like the typical piece of socialism hangover, but the funny thing about Poland in the eyes of an Englishman is that a lot of things which we are tempted at first glance to write off to the Communist era actually has a completely different explanation.

That’s why you still see May holidays, Red plaques by buildings, military parades all over the place, grandparents’ day concerts and the habit of putting the water in the cup in restaurants without the bag – which I always assumed to be an East Europeanism until I got precisely the same in the States. Some of these things which the British would wave off as Sovietisms actually come from a totally different direction.

Frédéric Chopin

If Freddy Chopper had really liked Warsaw, nobody was stopping him staying! As it was he left even despite the fact that Konstancja was there. That's how desparate he was to go...

ANYWAY, this was Sophie’s first ever piano recital in front of a hall full of people. We thought she was going to be given a proper piano and not this joke of an instrument. Notice also how the music teacher doesn’t give any credit for the talents of the piano playing kids to their teachers (Sophie’s teacher is sitting with Irina and me in the audience cringing with the amateurishness of it all) as naturally there is nothing of the sort available in the State curriculum. The appalling song at the end about Warsaw being Chopin‘s city (which he dreamed of nothing but escaping, despite his liking for one girl there) which has been shoved out at kids in all the Warsaw schools just as a recorded karoke piece – although the sheet music is available on the internet just in case any Warsaw school music teacher can actually read musical notation.  Some pieces were played by the music teacher not on the tape recorder, that fine baroque instrument, but on a guitar of which 1 of the 6 strings was absent and I think she knew a good 4 or 5 different chords.

I didn’t write all of this in the YT description and discussion, I’ve saved it for here as I like to give you a separate perspective on here, or why would you come? The videos are all on YT and some of you have already watched them once.

Please add your thoughts on musical education in schools, including answering the poll on what the government policy should be.

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