Monday, June 20, 2016

English for Russian Speakers: 15 Common English Mistakes (15 типичных ошибок русских при изучении английского языка)


By Daniel Borsody

1.  I feel myself

 Incorrect: I feel myself fine today.

 Correct: I feel fine today.

Unlike Russian, English does not use the reflexive pronoun myself (себя) after the verb to feel. Hence, we say in English I feel well; I feel sick; I feel happy. Saying I feel myself  to a native English speaker will sound strange, as it seems to express that one is physically feeling or touching one’s own body.

2. Enough

 Incorrect: She spoke English enough well to get the job.

 Correct: She spoke English well enough to get the job.

In general, word order in English is stricter than in Russian. Correct placement of the word enough depends on whether the word is modifying an adverb, adjective or noun. If it’s modifying an adverb or adjective, it’s placed after the verb:

Do you think he’s old enough to watch that movie?

We’ve done enough today.

If it’s modifying a noun, it’s placed before the verb:

We had enough money to buy a ticket.

3. Normal

 Incorrect: “How are you?”

                “I’m normal, thanks.”

 Correct:    “How are you?”  

                 “I’m fine, thanks.”

In English we don’t usually use the word normal (нормально) to answer questions about our mood or our day. Instead, one should use words such as fine or okay. Normal in English means average or not strange. Saying that you are normal in reply to these questions sounds like you are trying to say that you are a normal person and not a strange or even crazy person (this may or may not be the case, but it probably is not what you are intending to say!).

4. ученый (scientist, scholar)

Incorrect: Scientists study history so that humanity can learn from the past.

Correct: Scholars study history so that humanity can learn from the past.

In English the word ученый can be translated as scientist or scholar, but each word has a different meaning. A scientist is someone who is an expert in a science, especially what are called the hard sciences (physics, chemistry, biology, etc.) or the social sciences (psychology, sociology, political science, etc.). A scholar is a term that is used more broadly to mean someone who is an expert in a certain area of knowledge and has a profound understanding of this subject gained through in depth study. The word scholar isn’t used for an expert in the sciences, but it can be used for subjects such as history, languages and art. Scholar can also be used for a student who has received a scholarship (стипендия). Here’s another way to understand the difference between scientist and scholar: a scientist is able to use the scientific method (hypothesis, experiment, and conclusion) to study subjects, while a scholar does not necessarily need to use scientific experiments to study a subject.

5. Prepositions:

Incorrect: I was waiting David on the theater.

Correct: I was waiting for David at the theater.

One of the most common mistakes for Russian speakers learning English is confusing or omitting prepositions. This is often difficult because English and Russian expressions often have prepositional phrases that seem to be the same, but are in fact different. Here is a list of commonly confused prepositions:

Depends on     зависеть от    

Tired of             устал от         

Divide into       разделить на

In addition to using the wrong preposition, often English expressions do not use a 
preposition when one is necessary in Russian and vice versa.  For example:

To wait for someone                              ждать кого-то  
To graduate from school                       закончить школу
To listen to someone/music                 слушать кого-то / музыку
To be afraid of someone/something  бояться кого-то / что-то
Explain to someone                               объяснить кому-то
To answer a question                            ответить на вопрос

Finally, there are some common categories of prepositions that can be helpful to understand:

Surface: on                                          (table, wall, floor, plate, roof, face, shelf, etc.)
Technology: on                                  (computer, TV, radio, screen, DVD, hard drive, CD etc.)
Large transport: on                          (train, bus, tram, plane, ship, ferry, etc.)
Inside a physical object/structure: in     (book, newspaper, hat, drawer, pocket, box, room, etc.)
Places:  at/in           (office, stadium, shop, supermarket, station, theater, park, etc.)

6. How and What

Incorrect: How do you call this in English?

Correct:  What do you call this in English?

How and what are often confused by Russian speakers because they make the mistake of directly translating phrases like Как это называется?”  from Russian to English. Remember that this is not always the case.

7. City

Incorrect: I am from Moscow city.

Correct: I am from Moscow/the city of Moscow.

Usually, one can say the name of a city (Moscow, New York, London) without including the word city. One should include city when stating the official name of the city. Most cities use the construction the city of…( the city of London, the city of Boston, the city of Moscow), but some cities use the word city directly after the proper noun (New York City). It’s also sometimes necessary to use city to make clear that one is referring to a specific city and not a geographical area with the same name.

I grew up in a small town in the state of New York, but now I live in New York City.

Although I have lived in Moscow for several years, my parents still live in a small town outside of the city but still in Moscow Oblast.

Finally, remember that some cities include the word city in their name. For example, Salt Lake City and Mexico City. For these cities, it is of course always necessary to use the word city, since it is part of their name.

I visited Salt Lake City this summer.

8. Plural and Singular

Incorrect: The professor gave us several useful advices for our researches.

Correct:  The professor gave us several useful words of advice for our research projects.

Russian and English both have countable nouns (chair, apple, glass) and uncountable nouns (water, time, rice), but Russian speakers often confuse nouns that are countable in Russian but not in English.  Here’s a list of commonly confused uncountable nouns in English:

Advice, research, knowledge, accommodation, baggage, equipment, furniture, garbage, information, luggage, money, news, pasta, progress, travel, work

Remember that if you want to express uncountable nouns in plural form, you must use a word such as piece, glass, chunk.

We just bought several new pieces of equipment for our lab.

I’ll have three glasses of lemonade, please.

She cut off a large chunk of meat and fed it to her dog.

Finally, there are a few expressions that should be singular in English, but Russian speakers often make plural.

Thank God, we have each other. NOT Thanks God

No problem! NOT No problems

We have no comment about the case. NOT no comments

9. Possibility and Opportunity

Incorrect: I will have the possibility to go to the conference next year.

Correct: I will have the opportunity to go to the conference next year.

Russian speakers often overuse the word possibility when trying to use the word возможность in English. While возможность can mean possibility and 
opportunity, it depends on the context. Remember that possibility means that something might be capable of happening or might be true. Opportunity means favorable circumstances that make it possible to do something or the chance for advancement or promotion.

There is a possibility that it will rain tomorrow, so you will have an opportunity to use your new umbrella.

There is a possibility that we will have enough funding for another research assistant position. If so, you will have an opportunity to apply for this position.

10. Say and Tell

Incorrect: Can you say me how to tell this in English?

Correct: Can you tell me how to say this in English?

Say is used in general to speak about something that has been said by someone. It’s used to report what someone else has said. Tell is used in a more specific sense to mean the process of instructing or informing someone about something. This is a one-way process, and the verb tell must be followed by a direct object (tell us/him/her/the audience).

At lunch John told his coworkers about his business trip to China.

John said that the business trip to China went very well.

Remember these collocations:

Tell a story, a lie, a secret, a joke, the truth.

Say yes or no, a few words, something.


11. Learn and Teach

Incorrect: Can you learn me to speak English better?

Correct: Can you teach me to speak English better?

Learn and teach are often confused because, depending on the context, they can both mean учить. However, in English their meanings are completely different. Learn is what a student does (научиться). Teach is what a teacher does (преподавать).

I remind myself every morning: Nothing I say this day will teach me anything. So if I'm going to learn, I must do it by listening. --Larry King

12. Free

Incorrect: I want to speak English freely.

Correct: I want to speak English fluently.       
                          
If one wants to express being able to speak a language easily and accurately, we use the word fluent not free (cвободно). Free can also mean something which costs nothing (бесплатно). However, when free is placed after a noun (smoke-free, car-free, alcohol-free), it means this thing or action is prohibited.

This is the smoke-free bar. If you want to smoke, you must go outside.

13. Do and Make

Incorrect: I think I did a mistake

Correct: I think I made a mistake.

Do and make can both be translated as сделать in Russian, which leads to the confusion for Russian speakers. The good news is that there are a few guidelines about when to use make and when to do use do.

We often use do for daily activities or jobs that do not produce a physical object.

Do homework, do the dishes, do the laundry, do a job, do the shopping

We also use do when we speak about things in general but don’t specifically name this activity. Instead, we use words like something, nothing anything, everything, etc.

He has done nothing all day.
She would do anything for her Mom.
Is there something I can do for you?

Make is often used to express constructing, building and creating something you can touch.

Make food, make a cup of tea, make clothes, make a mess

However, there are many make and do collocations that do not follow these guidelines and must simply be memorized.  

Make money, do someone a favor, do business, make a decision, do good, make a plan

14. дорогой (expensive, dear)

Incorrect: That computer is too dear for me to buy.

Correct: That computer is too expensive for me to buy.

The word дорогой can be translated as expensive or dear. Both words mean something that is valuable to a person, but usually in different senses. Although dear can mean something that is valuable in a financial sense, most speakers today use it to mean something that is valuable in emotional or personal sense.

 This necklace isn’t very expensive, but, since it belonged to my grandmother, it is very dear to me.

Expensive refers to something that is valuable in a financial sense.

I wish I hadn’t dropped my new iPhone in the toilet. It was really expensive!

15. Gender

Incorrect: It’s time I bought a new computer, since he is very old.

Correct: It’s time I bought a new computer, since it is very old.

Russian speakers often use the pronouns he or she when they should use it. Remember that in English we only use he or she when referring to people. It is appropriate to use he or she for animals, such as dogs, cats, or other animals whose gender is easier to determine. We often do this for pets or other animals for which we have personal affection and tend to personify:

I have fond memories of my dog, Spot. He was a great dog.

We also can use gender for intimate objects for which we have great personal affection or attachment such as cars, ships, or even countries:

Look at that sports car! Isn’t she a beauty?

God bless America,
Land that I love,
Stand beside her, and guide her
Through the night with a light from above.--Irving Berlin

There are some words in English that are gender specific. These words refer to natural gender, the actual sex of a person or animal.

Feminine: women, girl, mother, daughter, aunt, niece, nun, goddess, empress, queen, princess, heroine, actress, waitress, lioness, cow
Masculine: man, boy, father, son, uncle, nephew, monk, god, emperor, king, prince, hero, actor, waiter,  lion, bull

In modern usage, for some of the masculine forms of these words such as waiter, actor, hero, it has become acceptable for them to include both male and female genders. This makes it easier to be gender inclusive. One can add male or female before the word, if it’s necessary to denote gender.

During Shakespeare’s day, female actors were forbidden from preforming on the stage. Therefore, male actors played all female roles.
Although ancient Greek myths tend to focus on exploits of male heroes, scholars have tried to demonstrate that many of the female characters in these myths can also be interpreted as heroes.*

*In English the word hero usually does not just mean the main character in the story. Instead, a hero is a person, real or fictional, who shows great courage or sacrifice, often for the greater good.

For more information on common mistakes made by Russian speakers, check out these resources:

·         OTUK’s blog has some good in depth explanations of confusing words, more confusing words and yet more confusing words, prepositions, gender, and singular vs plural

·         Some of Tim Kirby’s Война слов! videos like this one here .

·         Blab club’s videos


·         And finally, you can practice your English pronunciation with President Vladimir Putin here

Saturday, June 18, 2016

5 Science-Based Tips to Memorize New Vocabulary More Effectively


By Daniel Borsody

Memorizing new vocabulary for a short-term period, for example, the length of a language lesson on Italki, can be easy. Remembering it the following week, month, and year, and, just as important, being able to use it actively (in speaking and writing) instead of just passively (listening and reading) is more of a challenge. Here are five science-based tips for memorizing new vocabulary words for the long-term and bringing them from your passive to active memory.

Learn how your brain works

Our brain uses specific methods to memorize new information. The brain uses associations between what we already know and the thing we are trying to memorize. Therefore, try to create associations with new vocab. One great way to do this is by making sentences with new vocab (more on this later). Any way you can make associations between new vocab and information you already know can help you learn a new word. It can be associations between new vocab and a specific memory, emotion, image, sound, or rhyme. Try to experiment and see what works best for you. Mnemonics is a method that helps you find special tricks to make associations with new information, and it can be very helpful too. These are some of the main tricks our brain uses to memorize stuff.  Get to know more about how your brain works and learn about these types of tricks.

Try to understand vocabulary in the context of a full sentence

Remember that the key to understanding and using new vocabulary, especially expressions, is to know the proper collocations (the proper combination of words; for example make money NOT do money, take a photo, NOT do a photo). This can be done by paying careful attention to how words and expressions are used in written and spoken contexts.

      Make sentences with the word or phrase

      If you can memorize one simple sentence with the new vocabulary, it may help you recall the word later. Sentences that use common collocations or are personally meaningful to you are especially good.

For example, if you’re learning the phrasal verb to keep up, you might try to memorize a sentence like I keep up with the news by reading the New York Times (or your own favorite news source). Or if you’re learning the word to sniff, and you have a dog named Snoopy, you might think of something like Snoopy loves to sniff (this sentence is especially good because it has alliteration. Another useful memory trick).

This method helps you actively use the word, which helps you remember it as well. Of course, if you can be more creative and make different sentences, that is useful too (see ‘make it a game’ below). However, be careful. It can be difficult to make sentences with proper collocations (especially with expressions), so before you decide on a favorite sentence to memorize, confirm that it is correct with a language teacher or educated native speaker.

      Make it a game!

 Play is an important business and a key ingredient for optimal learning. Try to think of different ways you can make learning new vocabulary fun and interesting. For example, try to use a vocab word at least five times a day or try to write a story, song or poem with new vocab. The value of learning through play is often increased if it’s social, so language games and play that include other people are a great idea too.

       Use it or lose it

      This is one of the most obvious but important rules. The more you actively use new vocabulary by speaking and writing, the more it will reinforce the new connections in your brains and help your brain learn that this is important information that shouldn’t be forgotten. As the Russian proverb goes, repetition is the mother of learning. In order to keep new vocab in your memory, you must regularly use it. The frequency of repetition can usually decrease with time. For example, for the first few weeks, you may find it important to review new vocab every day, but after some time, you may need to review less frequently, as the new vocab becomes part of your long-term memory. Remember frequency of practice beats intensity although some intense periods of practice are useful to do as well.

      These five tips are some of the most useful ways to memorize new vocab words and to transfer them from your passive to active memory. If you incorporate them into your study and practice of any language, you’ll be well on your way towards more effectively increasing your vocabulary. 

      Which of these tips did you find most useful?  Which methods of memorizing new vocab work best for you? Feel free to share your comments in the comment section.

      If you find this article useful, please share it with others.


Tuesday, May 31, 2016

Eight Is Too Much for ‘Short Sleepers’




Audio Time:  4 min 49 sec

Level: Intermediate and up

Vocabulary:  To help learners fully understand the audio and transcript, most vocabulary that might be unknown for this lesson’s level is provided. Vocab in bold is more useful for learners at the lesson’s target level. Try to choose 8 to 10 new words to learn from the story (in general, it’s best to try to learn no more than 8-10 new words a day).

Definitions are written with the help of various sources including Merriam-Webster’s Learner’s Dictionary

So-called: used to indicate the name that is commonly or usually used for something.

Kidding: to speak to (someone) in a way that is not serious: to say things that are not true to (someone) in a joking way.

Nap: a short period of sleep especially during the day.

To tend: used to describe what often happens or what someone often does or is likely to do.

To keep up (with): meet a commitment to pay or do something regularly.

Recall: to remember (something) from the past.

To peek: to look at someone or something secretly especially from a hidden place.

Tolerance: the ability to accept, experience, or survive something harmful or unpleasant.

To fixate: to look at or think about something constantly: to give all of your attention to something.

Multitasker; someone who does several things at the same time.

Genuine: actual, real, or true: not false or fake; honest.

To thrive: to grow or develop successfully: to flourish or succeed.

Deprived: not having the things that are needed for a good or healthy life.

Metabolism: the chemical processes by which a plant or an animal uses food, water, etc., to grow and heal and to make energy.

Imperviousness: not bothered or affected by something.

To sustain to provide what is needed for (something or someone) to exist, continue, etc.

Cognitive: involving conscious mental activities (such as thinking, understanding, learning, and remembering).

Implication: a possible future effect or result.

Trait: a quality that makes one person or thing different from another.

To mimic: to create the appearance or effect of (something).

Discussion questions:

1. How much sleep do you need every night?
2. Are you a short-sleeper?
3. What are the advantages and disadvantages of being a short-sleeper?
4. Do you usually get enough sleep? If not, why?
5. What are some tips to sleep better?

Sunday, May 22, 2016

To Cure What Ails You, Bibliotherapists Prescribe Literature




Audio Time: 5 min 8 sec

Level: Upper intermediate and up

Vocabulary:  To help learners fully understand the audio and transcript, most vocabulary that might be unknown for this lesson’s level is provided. Vocab in bold is more useful for learners at the lesson’s target level. Try to choose 8 to 10 new words to learn from the story (in general, it’s best to try to learn no more than 8-10 new words a day).

Definitions are written with the help of various sources including Merriam-Webster’s Learner’s Dictionary

To ail: to cause pain or trouble for (someone).

To prescribe: to officially tell someone to use (a medicine, therapy, diet, etc.) as a remedy or treatment.

To rouse: to cause (someone who is tired or not interested) to become active.

Prose: writing that is not poetry: ordinary writing.

Solace: someone or something that gives a feeling of comfort to a person who is sad, depressed, etc.: a source of comfort.

To disclose: to make (something) known to the public.

Bedlam: a very noisy and confused state or scene.

Initial: occurring at the beginning of something.

Hooked: very interested in and enthusiastic about something.

Epic: a long book, movie, etc., that usually tells a story about exciting events or adventures.

Headstrong: not willing to do what other people want: very stubborn.

Plucky: having or showing a lot of courage or determination.

Viking: a member of a group of Scandinavian people who attacked the coasts of Europe in the 8th to 10th centuries A.D.

Remedy: a medicine or treatment that relieves pain or cures a usually minor illness.


Discussion questions:
1. Would you ever try bibliotherapy?
2. Do you think works of literature can help cure what ails people?
3. What books have had an important influence on you?
4. Are there any books (or other texts like poems, scriptures, songs) that you like to read often?
5. If you were a bibliotherapist, what books would you recommend to your clients for different ailments (for example, busyness, anxiety, relationship difficulties, problems with work, indecisiveness, lack of purpose)?

Saturday, April 30, 2016

German Student Asks Government For Test Questions In Advance




Audio Time: 59 sec

Level: Upper Intermediate and up

Vocabulary:  To help learners fully understand the audio and transcript, most vocabulary that might be unknown for this lesson’s level is provided. Vocab in bold is more useful for learners at the lesson’s target level. Try to choose 8 to 10 new words to learn from the story (in general, it’s best to try to learn no more than 8-10 new words a day).

Definitions are written with the help of various sources including  Merriam-Webster’s Learner’s Dictionary

In advance: before a future event or time.

Standardized tests: a test that is given in the same form and way to students. Usually many 
students take this test in order to know the skill level of the students.

Highlight: something (such as an event or a detail) that is very interesting, exciting, or important : the best part of something.

Ahead of time: Before the appointed time.

Freedom of Information Request: A request to the government to gain access to governmental documents.

Submit: to give (a document, proposal, piece of writing, etc.) to someone so that it can be considered or approved.

Genius: (slang) a great idea.

A for effort: to receive praise for trying to do something.




Thursday, April 28, 2016

Joyful Opera Performed In Nazi Concentration Camp Revived In Chicago




Audio Time: 5 min 9 sec

Level: Intermediate

Vocabulary:  To help learners fully understand the audio and transcript, most vocabulary that might be unknown for this lesson’s level is provided. Vocab in bold is more useful for learners at the lesson’s target level. Try to choose 8 to 10 new words to learn from the story (in general, it’s best to try to learn no more than 8-10 new words a day).

Definitions are written with the help of various sources including Merriam-Webster’s Learner’s Dictionary

Concentration camp: a type of prison where large numbers of people who are not soldiers are kept during a war and are usually forced to live in very bad conditions.

Resistance: effort made to stop or to fight against someone or something.

Occupied: controlled by foreign soldiers or a foreign government.

Run-through: an activity in which you quickly do or read all the different parts of something especially in order to practice or prepare for something (such as a performance).

Chronicle: to describe a series of events in the order that they happened.

Tread: to walk.

Fairytale: a simple children's story about magical creatures.

Conquer: to defeat (someone or something) through the use of force.

Ghetto: a part of a city in which members of a particular group or race live usually in poor conditions.

Scaled-down: to reduce in size.

Smuggle: to move (someone or something) from one country into another illegally and secretly.

Discussion questions:
1. Why does the story call this opera “a symbol of hope and resistance” against ‘Nazi propaganda…during World War II”?
2. Why do you think the Nazis didn’t catch on to the true meaning of the story?
3. How can we help people to remember important historical events like the holocaust (genocide) of WWII?
4. How can humor and satire be a weapon against powerful people and forces in society?
5. What can we do to prevent holocausts like the one in WWII from happening in the future?
6. Can art help us to tell important stories from history more effectively?