english – Page 4 – Improve your English skills

21/04/201612/01/2023 Shaun English Learning

The Primary Differences Among Major International English Dialects | Grammarly Blog

Most English learners only think about American English and British English but that’s ignoring a huge amount of people who speak English as first language. Want to know more about the others?

There are several major dialects of English spoken internationally, each with its own unique characteristics. Some of the primary differences among these dialects include:

British English: This dialect is spoken in the United Kingdom and is characterized by its pronunciation, vocabulary, and grammar. One of the most notable features of British English is its use of Received Pronunciation (RP), which is a non-regional accent that is considered standard in the UK. British English also has a large number of words and phrases that are not used in other dialects, such as “lorry” for truck and “chemist” for pharmacy.

Australian English: This dialect is spoken in Australia and is heavily influenced by British English, but also has its own unique features. Australian English is known for its distinctive vowel sounds, such as the “flat” or “short” a sound in words like “dance” and “bath.” Australian English also has its own slang and colloquial terms, such as “fair dinkum” (genuine) and “she’ll be right” (it’ll be fine).

Canadian English: This dialect is spoken in Canada and is influenced by both British and American English. Canadian English is known for its use of “Canadian raising,” which refers to the raising of the diphthong in words like “about” and “house.” Canadian English also has its own distinct vocabulary, such as “parkade” for parking garage and “serviette” for napkin.

New Zealand English: This dialect is spoken in New Zealand and is heavily influenced by British English but also has its own unique features. New Zealand English is known for its use of “New Zealand rising,” which refers to the raising of the diphthong in words like “bath” and “dance” in a similar way to Australian English. New Zealand English also has its own slang and colloquial terms, such as “sweet as” (cool) and “chur” (thanks)

These are the major international dialects of English, but there are also many other dialects spoken around the world, each with their own unique characteristics, such as:

Singapore English: This dialect is spoken in Singapore and is heavily influenced by British English, but also has its own unique features. Singapore English is known for its use of “Singlish,” which is a mixture of English and various Chinese dialects, Malay and Tamil words and phrases. Singapore English also has its own distinct vocabulary, such as “kiasu” meaning “fear of losing” and “lah” which is used as a filler or an emphasis.

Indian English: This dialect is spoken in India and is heavily influenced by British English, but also has its own unique features. Indian English is known for its use of “Indian English,” which refers to the English spoken in India that incorporates many Indian words and phrases. Indian English also has its own distinct vocabulary, such as “chappal” for sandal and “chai” for tea. Indian English also has different pronunciations, and intonations compared to other dialects.

Filipino English: This dialect is spoken in the Philippines and is heavily influenced by American English, but also has its own unique features. Filipino English is known for its use of “Taglish,” which is a mixture of Tagalog and English. Filipino English also has its own distinct vocabulary, such as “jeepney” for public transport and “tricycle” for a type of three-wheeled vehicle. Filipino English also has different pronunciations, and intonations compared to other dialects.

It’s important to note that these dialects can vary greatly within the countries themselves, and that the above examples are generalizations. English is a global language and it’s spoken differently in every corner of the world, and each dialect has its own unique features that reflect the culture, history and influences of the region.

Did I miss any? Let me know in the comments

Source: The Primary Differences Among Major International English Dialects | Grammarly Blog

13/04/201617/05/2023 Shaun English Learning

Present: Simple or Progressive?

Present Simple and Present Progressive (AKA Continuous) are two fundamentals of English Grammar. Tenses, or time forms, are the thing that causes the biggest groans in English classes (looking at you “Present Perfect”). Here I want to look at the above two in a bit more detail.

When learning a language, people often like to compare it to what they know from their mother tongue. It’s not such an effective learning method, but when the two match up, it can give a reassuring feeling. If you are a German speaker then you have an advantage over many other language speakers when it comes to learning English as there are thousands of these “cognates“, shared vocabulary.

Unfortunately when it comes to grammar it’s another story. For example, while German has Präsens, English has Present Simple and Present Progressive (sometimes called Present Continuous). If you were to translate “I go” it would be “ich gehe” but “I am going” would give the same result. But this doesn’t mean “I go” and “I am going” mean the same thing. So what is the difference?
It comes down to this: Is the action happening one time, either now or in the future or is it a more general action, something that’s repeated, or simply a fact? Let’s think of an example.

Present Simple: I teach English in Berlin

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(Subject) (Verb) (Object) (Circumstance)

(Circumstance just means the time or place where the action happened.)

This is a general situation; I go there everyday Monday to Friday and I’m not talking about any particular day.

Present simple with be: I am an English Teacher in Berlin.

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(Subject) (Be) (Object) (Circumstance)

Here we have no main verb so before the object the verb “be” must be included.

Singular		Be	Plural		Be
1st person	I	Am	1st Person	We	Are
2nd Person	You	Are	2nd Person	You	Are
3rd Person	He/She/It	Is	3rd Person	They	Are

Present Progressive: I am teaching at school tomorrow

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(Subject) (Be) (Verb + Ing) (Object) (Circumstance)

In this case, I’m talking about a specific occasion i.e. tomorrow. It doesn’t suggest that I do it regularly, it’s only interested in tomorrow. It’s a one time situation.

Present Simple for Future

In “If” sentences, we use the Present Simple to talk about the future. e.g. We’ll get wet if it rains;I’ll get a drink if I go to the kitchen. ‘Rain’ and ‘go’ are the verbs and the action is in the future but we still use the Present Simple.

Another way to use Present Simple for the future is when you talk about things like the cinema and train times, things which are planned. E.g. What time does the film start? It starts at 8pm.When does the train come? Hopefully soon!

Present Progressive for Future

When something is happening in the future and it is planned and decided that it is definitely going to happen then the Present Progressive is the right tense to use. Often people use “Will” but this should be for actions which are a bit more spontaneous.

You can also use it when the action is just about to happen. E.g. I’m going to bed. You can be sitting on the sofa and yawning when you say this, it’s still fine!

How to know it’s Present Simple

Do is an indicator that the sentence is Present Simple. Questions need auxiliary verbs in English for example “Do” and “Be”.

To make a question in Present Simple we use “Do” before the subject. E.g.

Do you work at an English language school?

Yes, I do. (short answer) Or Yes, I work at an English school. (Long answer)
No, I don’t. (short answer) Or No, I don’t work at English school. (Long answer)

If using a Question word (Who, What, Where, etc.) then Do is still before the subject.

What do you do? When do you work? Why do you think that?

Another sign is “How often” either in the question e.g. How often do you do sport or in the answer e.g. I walk past the gym every day.

We can look for time periods like everyday, on Mondays, every summer. We can also look for adverbs like often, always, sometimes which don’t really go with progressive tenses.

There are words which mean you do something by saying something. e.g. I promise, I apologise, I insist, I agree, I propose, I suggest etc. These words are for a one time action which is happening now, so logically it should be Present Progressive. But as you’ve probably realised by now, logic doesn’t get you too far with English.

How to know it’s Present Progressive

The way I think about it is “Is the action in progress?” It’s started but it hasn’t finished. I’m sitting in this chair. But if it’s something that’s still going on, even if it’s not happening now that still counts. E.g. I’m reading a book about English grammar at the moment. You can have a break from reading but it’s still there and you’ll (probably) go back to it.

Time periods like now, at the moment, this year, this summer, etc. are good indicators that it’s not a simple tense and therefore could be progressive. Can you think of any others?

If you want to talk about changes happening now, there are some words which usually go with Present Progressive. E.g. start, begin, rise, grow, become, fall, etc.

If you are talking about a temporary situation, you should be using the Present Progressive. I often hear “I am living in Berlin” from people who have spent their whole life here. This is not correct. If it’s a temporary situation like “I’m living in Berlin while I learn German” then that’s fine.

If someone plays computer games as normal hobby, then you would use Present Simple. If they are overdoing it you can say “You are always playing computer games!” This tells us that it’s just too much.

So what do you think? Is there a mistake that you know you sometimes make? Do you think English Grammar is difficult to learn? If you are looking for an English teacher in Berlin let me know!

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20/03/201412/01/2023 Shaun English Learning

Mistakes

The only real mistake is the one from which we learn nothing. – John Powell

Learning a language needs more than staring at grammar tables and memorising lists of words in books. The most effective language learners are those who aren’t afraid to make mistakes.

In fact the fear of making mistakes often causes more communication problems than actual errors. Trust your gut feeling and leave your brain out of it!

Making mistakes is an inevitable part of the learning process. It is through our mistakes that we are able to identify areas in which we need to improve and gain a deeper understanding of the subject at hand.

One of the key values of mistakes in learning is that they provide feedback on our progress. When we make a mistake, we are given an opportunity to identify what went wrong and make the necessary adjustments to improve our performance. This process of trial and error allows us to gradually build upon our knowledge and skills, eventually leading to mastery of the subject.

Additionally, mistakes can also serve as a valuable source of motivation. When we encounter a challenge and make a mistake, it can be discouraging. However, this can also serve as a driving force to work harder and overcome the obstacle. This sense of determination and resilience is crucial in the learning process and can help us achieve our goals in the long run.

Moreover, making mistakes can also foster creativity and innovation. When we are not afraid to make mistakes, we are more willing to take risks and explore new ideas. This open-minded attitude can lead to breakthroughs and discoveries that would not have been possible otherwise.

It’s also important to note that making mistakes is a natural part of the learning process and should be embraced, not feared. When we view mistakes as opportunities for growth rather than failures, we are more likely to approach learning with a positive attitude and a willingness to take on challenges.

In the classroom, it’s important for teachers to create a safe and supportive environment where students feel comfortable making mistakes. This can be done through constructive feedback and positive reinforcement, rather than punishment or criticism. By fostering a culture of growth and learning, students will be more likely to take risks and engage in active learning.

In conclusion, mistakes are a vital part of the learning process. They provide valuable feedback, serve as motivation, foster creativity, and should be embraced as opportunities for growth. By valuing mistakes and creating a supportive learning environment, we can empower ourselves and others to reach our full potential.