Burning questions about teaching English in China #11: Do or don’t, there is no ‘do not’

Burning questions about teaching English in China #11: Do or don't, there is no 'do not'
It’s been a while since I posted a puzzler, because, well, classes started last month. Plus, I am now an administrator, so my days are pretty full. But enough about that. On to this week’s puzzler: Why do students mispronounce English contractions? I’ll offer a few examples. Many students will say “I will” in the above sentence, while native speakers of English will say /ɑɪl/ to rhyme with “isle” and “aisle.” For “don’t” /doʊnt/ students will often say “do not.” For “she’s” /ʃi:z/ they will say “she is.” And so on. Why? Why not pronounce them as they are written? I suspect it’s a result of the tendency of some Chinese teachers of English to overemphasize pronunciation of single words over pronunciation of word clusters, clauses and sentences. That is, native English speakers group our words together while speaking, whereas Chinese speakers are taught from an early age to Say. Each. Word. Clearly. And. Distinctly. Perhaps these leads some teachers to tell their students to replace the written contractions with spoken non-contracted words. (Typically, Chinese learners of English learn to speak from books and their teachers’ own spoken English, and rarely from recordings of native speakers. This situation leads to ...

Please help out my former student now battling leukemia 1

Please help out my former student now battling leukemia
ZHENGZHOU, HENAN — One of my Jishou University students, Joan Xie Qiong (谢琼), 24, is battling leukemia in a hospital on Guangzhou. She has already had one round of chemotherapy, and now we need to raise funds for the second round of chemo and a bone marrow transplant (type O) to help her win her fight. While a crowdfunding campaign in China has raised 218,000 RMB toward a 1,000,000 RMB (US$147,000) goal so far, it does not have an international reach. Platforms such as GoFundMe do not have access to the Chinese banking system, so I’ve taken it upon myself to write this appeal for donations to help out one of my most dear students. After reading the information below, if you have any questions, please leave a comment. It will not be made public. Alternatively, you can contact me via email or my Twitter account (@liguy743). ABOUT JOAN: Xie Qiong was born to a poor family in Songyu Village, Paitou Township, Xiangtan County, Hunan Province, did well on her college entrance exam, and entered Jishou University in 2013 to study Business English. I taught her for two years. She had been working in Shenzhen in foreign trade until she ...

Burning questions about teaching English in China #10: Should it stay or should it go?

Burning questions about teaching English in China #10: Should it stay or should it go?
So far, I’ve only discussed Chinese English puzzlers concerning spelling and grammar. Here’s a pronunciation puzzler. Puzzler #10: Why do some students add an extra “uh” to the end of words that don’t require it, while other students leave it off from words that do? I’ll provide some examples, so you can see what I mean. The extra “uh” /ə/: I forgot to pay the rent-uh. /rentə/ My mother sent me to the market to buy some egg-uh-suh. /’eg ə sə/ The missing last syllable: By the time I am 30, I want to visit Americ, Europe and Afric. To learn English well, you should also study British cultch. Modern technolidge has made life more convenient. To repeat my refrain again, I’ve heard dozens of students make these pronunciation errors, so it’s not just one particular student in each case. The first is more common, given that Chinese has few words that end in consonants, so it’s more understandable an error. The second is less common, but still frequent enough to concern me. English is one of several languages that include words that end in “hard” consonants, such as d, t, k, p, b, f or v. For speakers of ...

Burning questions about teaching English in China #9: We are families!

Burning questions about teaching English in China #9: We are families!
Puzzler #9: Why do Chinese students think they have more than one family? Here’s another error I have seen fairly often — something like: I can’t wait to go home and see my families. While it is possible for someone to have more than one family — a person who was adopted, for example — usually each person has only one family. “Family” in English is a collective noun, which represents a collection of individual members. Your family consists of your parents, children, spouse, grandparents, aunts, uncles, etc. So, probably you are going home to see your family, just as I am right now. In the case of an adoptee or a foster child, he or she might have an adopted or foster family and a birth family. So, such a person could legitimately say they have two families, meaning two unrelated groups of family members. The rest of us make do with just one. Collective nouns can be considered plural or singular, grammatically speaking, which determines the verb form following the noun. As usual, English does not make this easy, as American and British usage differ. AmE: My family is in Kentucky now. (singular noun) BrE: My family are ...

Burning questions about teaching English in China #8: You can never back home again 2

Burning questions about teaching English in China #8: You can never back home again
Puzzler #8: Why do students misuse the adverb “back?” Another common student mistake is the improper use of “back” as a free-standing verb, which of course it can be, but not in the sense most students use it. Again, it seems such an easy thing to correct early on in English education that I wondered if some texts and dictionaries have the usage wrong. It is that widespread of an error. So, I did a little research. My YouDao Cidian app gives as the first definition of “back” 回来 huílai: to return, to come back. Already this is a problem, because “back” requires a verb to convey the sense of returning somewhere. But, going from Chinese to English gives the correct usage, “come back,” as shown above. Baidu, meanwhile, offers as the first definition, 后面 hòumiàn: rear, back, behind, later. It correctly uses “back” as an adverb to mean “return”: She went back to her parents’ house. The Sogou search engine follows Baidu’s example, and gives the correct usage. So, the puzzle remains. Why do so many Chinese students get this wrong? After all, “to go/come back” is a very common phrasal verb in English, and one they would learn ...

Burning questions about teaching English in China #7: I ever visited Beijing

Burning questions about teaching English in China #7: I ever visited Beijing
Puzzler #7: Once and ever So far I’ve discussed confusion among Chinese students about he and she, how to spell “true” and “know,” how to write the letter “E,” when to use “let” and “make,” and how a “vocation” is not a fun “vacation.” Here’s another pair of words I see students often mix up. While native speakers usually have no trouble distinguishing the words “once” and “ever,” Chinese learners seem to have a harder time, because “ever” has multiple meanings, one of which is similar to a meaning of “once.” (See album cover above.) I’ll try to clear things up. “Once” and “twice” (and “thrice”) belong to the same family, so to speak. Once means “one time,” twice, “two times,” etc. Once and twice (and their shy sister, thrice, who hardly ever (ha!) appears in public) refer to distinct occasions or events in time. Please press the button only once. (That is, one time.) [By the way, the word “only” also comes from the word “one.” In Old English (pre-1066) “one” was spelled an and “only” was anlic. Old English an (one) also gave us the indefinite articles “a” and “an,” which each mean “one of something.”] But that ...

Burning questions about teaching English in China #6: You say vocation, I say vacation

Burning questions about teaching English in China #6: You say vocation, I say vacation
Puzzler #6: Why do Chinese like to take “vocations”? Now that it’s the summer holiday for students and teachers (Yay!), let’s talk about another pair of commonly confused words here in China – and maybe elsewhere. They differ by only one letter, so I suppose that is one explanation why they are so often confused. But, as which “make” and “let”, their meanings are almost the opposite of each other. So, using one in the place of the other makes you look rather foolish. A vacation /vei ‘kei ʃən/ is a break from your everyday work. A vocation /vou ‘kei ʃən/ IS your work. Here are some photos to make the distinction even more clear. A vocation is not just an ordinary job. We don’t say a factory worker or a sales clerk has a vocation. We use the word specifically to describe a specific kind of occupation, one requiring a special dedication or sense of responsibility. The examples I gave above are monk (or nun), priest (or Pope), and doctor (or nurse). Both “vocation” and “vacation” come from the Latin language, which was the common language of the Roman Catholic Church – and of Europe – for hundreds of ...

Burning questions about teaching English in China #5: You can’t let me!

Burning questions about teaching English in China #5: You can't let me!
Puzzler #5: Why do students confuse the verbs “make” and “let”? Moving on from spelling errors and interesting ways to write letters, here’s a common error in vocabulary usage. This one puzzles me, because I had assumed the meanings of “make” and “let” are pretty clear. In fact, the two verbs are almost opposite in meaning. Yet, many students get them confused. Perhaps the trouble lies with dictionary definitions, because in looking at my own Chinese-English dictionaries, I can see their definitions could be confusing. For example, under “make” I see the Chinese word 让 ràng, which can mean “to let sb do sth.” Under the word “let,” I see the same Chinese word 让 ràng with the additional meaning of “to have sb do sth.” So, I can see how a beginning learner of English could confuse the two words. Bilingual dictionaries are great for quickly finding the meanings of words, but they often do a poor job of showing how those words are most commonly used. In fact, even the Merriam-Webster dictionary (English-to-English) can be confusing to a non-native speaker. Here is where textbooks and teachers need to step in and teach correct usage. “Make” and “let” are ...

Burning questions about teaching English in China #4: A B C D Ƶ F G

Burning questions about teaching English in China #4: A B C D Ƶ F G
This is the fourth in a series of articles about some of the puzzling aspects of teaching English as a Foreign Language in China. You can find the previous entries linked below. Puzzler #4: Why do some Chinese students write “E” with its “hat” on backwards? Like the misspellings “ture” (for “true”) and “konw” for “know”, this peculiar way of writing the upper case E has popped up in my classes each year I have taught here. Again, I have no idea why or how some students acquire this habit, because they have all presumably learned the alphabet in primary school. Could it be because some students are naturally left-handed? Is it because of Chinese character stroke order? Have computers and cellphones ruined their penmanship? Or are they just being careless? Strangely, I have not seen students write uppercase “F” in the same fashion. It’s generally written in the standard way, in manuscript form anyway. [NOTE: For my non-Chinese readers, students here learn the manuscript Latin alphabet, and by high school apparently learn a kind of italic handwriting for English. They do not learn cursive Latin handwriting, which I hear is now true in the USA, as well. I’ve found ...

Burning questions about teaching English in China #3: You konw wat?

Burning questions about teaching English in China #3: You konw wat?
The idea for these articles came to me during this past winter holiday, as I was reflecting on beginning my tenth year teaching English in China. In that time, I’ve noticed many common mistakes made by English learners and wondered why they were so common, yet so easily corrected. In other words, I wondered how it was possible for so many university students to have acquired the same bad habits, regardless of where they went to school or what their major was. So, I decided to write a series of (mostly) short articles highlighted each of these puzzling errors, in the hope that students – and their teachers – can somehow explain why they occur and how best to stop students from making these mistakes in the future. I will post them in my Qzone, on Steemit.com, and on my blog. Readers who are not familiar with English education in China need to understand that all university students have had English as a Foreign Language (EFL) instruction since middle school, and many from grade 3 in primary school. Additionally, all university majors need to take two years of English instruction and pass two national English-proficiency exams. Despite all these years ...

Burning questions about teaching English in China #2: Ture or false?

Burning questions about teaching English in China #2: Ture or false?
The idea for these articles came to me during this past winter holiday, as I was reflecting on beginning my tenth year teaching English in China. In that time, I’ve noticed many common mistakes made by English learners and wondered why they were so common, yet so easily corrected. In other words, I wondered how it was possible for so many university students to have acquired the same bad habits, regardless of where they went to school or what their major was. So, I decided to write a series of (mostly) short articles highlighted each of these puzzling errors, in the hope that students – and their teachers – can somehow explain why they occur and how best to stop students from making these mistakes in the future. I will post them in my Qzone, on Steemit.com, and on my blog. Readers who are not familiar with English education in China need to understand that all university students have had English as a Foreign Language (EFL) instruction since middle school, and many from grade 3 in primary school. Additionally, all university majors need to take two years of English instruction and pass two national English-proficiency exams. Despite all these years ...

Burning questions about teaching English in China #1: He said, she said

Burning questions about teaching English in China #1: He said, she said
The idea for these articles came to me during this past winter holiday, as I was reflecting on beginning my tenth year teaching English in China. In that time, I’ve noticed many common mistakes made by English learners and wondered why they were so common, yet so easily corrected. In other words, I wondered how it was possible for so many university students to have acquired the same bad habits, regardless of where they went to school or what their major was. So, I decided to write a series of (mostly) short articles highlighted each of these puzzling errors, in the hope that students – and their teachers – can somehow explain why they occur and how best to stop students from making these mistakes in the future. I will post them in my Qzone, on Steemit.com, and on my blog. Readers who are not familiar with English education in China need to understand that all university students have had English as a Foreign Language (EFL) instruction since middle school, and many from grade 3 in primary school. Additionally, all university majors need to take two years of English instruction and pass two national English-proficiency exams. Despite all these years ...
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