Tag: language learners

I teach English as a second language. I see the learners’ struggles and triumphs with the vagaries of the English language. And when I started in this profession, I sometimes had to research the reason why we say certain phrases in the way that we do – in other words, grammar. There are many things that, as a native speaker, you have assimilated into your speech patterns without even thinking about it.

Our brains are amazing

A child’s brain is like a sponge. Think about the fact that any child learns their own language simply by imitating the other members of their family. But not only do children copy words, there are any number of grammatical formats automatically incorporated into their language patterns without ever having to learn the “rules” in a way that a non-native speaker does. And they assimilate these things with very little effort on their part.

This is also why being a native speaker of any language is not necessarily enough to be able to teach it. You may know the correct answer but often your students will ask you the reason why. I cannot deny that there are some things in the English language that are not terribly logical. I do apologise for my unruly language. However, there are many logical grammar rules which can be explained clearly to learners, and which reassure them that the English language is not just a crazy hodge-podge of madness,

Pesky irregular verbs

You may or may not know that English as a second language learners are often given long lists of irregular verbs to learn which is the most horrifically boring task. English teachers have invented a myriad of activities to make the task more palatable. Think be-was/were, drink- drank, eat-ate, go-went. Absolutely all over the place, right ? But as a native speaker you just learnt these terms as you heard them, started including them in your speech, and carried on.

Countables and Uncountables

Another thing you may not know if English is your first language is why we have two different ways to ask about quantity, using “How many?” or How much?”. The basic grammar rule is that “many” is used with things we can count – people, chairs, turnips, shoes. And “much” is used for things we can’t count – happiness, incompetence, wine, petrol, noodles ( ok, you can, in fact, count noodles, or spaghetti, or cereal but surely no-one in their right mind would want to ).

But as often happens, there is an exception. Any noun which is composed of a mixture of things such as traffic, fruit, furniture is classed as uncountable and therefore uses the word much. But not vegetables. We say There aren’t many vegetables. Why and who decided this, no-one knows. Most languages completely ignore whether something can actually be counted or not and have one word or phrase for all cases. This grammar rule for non-native speakers is pretty mind-blowing the first time they encounter it. Don’t you feel sorry for them trying to figure this out?

Order of adjectives

Another issue was explained in my post of 10th Sept 2019, “Order of Adjectives in English”. Check it out if you want to see why we say “lucky black cat” and “black lucky cat” sounds so horribly wrong….. http://order-of-adjectives-in-english