王迈迈英语

The English language is composed of a hierarchy of vocabulary in terms of usefulness. Some words have broad and sweeping uses such as "thing", "get", "place" or "do", while others are useful only for a very specific context such as "export", "endanger", "identify", or "interrupt". Research has shown that with approximately 800 (some have even suggested 500) key words people can communicate very effectively in English, with few instances of getting stuck. In the times when they were stuck, they could easily ask for assistance. Now we know that 800 words is far below the level most beginner students have even before they begin their GET-4 band level. Why can't all CET-4 students communicate with ease?

We do not need a complicated linguistic answer to this question. When we think about it the answer is simple. The quantity of vocabulary has only an indirect relationship to the quantity and quality of speech. To illustrate, children learning their first language start out with a limited vocabulary, they do not know half of the words that a Chinese CET-6 student knows, but still they are able to make rapid sentences and communicate with ease. This makes common sense, for we all know that in English we can often substitute a simple word for a more complex one. For example, the word "facilitate" can be substituted with "help". Thus, the key is to learn the most useful functional words in English first and apply them often in a variety of circumstances, before trying to learn words that are more complex and used much less often.

Misconception Ⅳ

I have studied English grammar for too long, so the last thing I need is more grammar.

Chinese students attribute their lack of communication in English to an overemphasis on grammar and thus resist grammar practice and reviews in their self-study programs. They tend to want oral English vocabulary, phrases, expressions, and pronunciation practice. Above all, they want an English environment. However, it soon becomes apparent that students struggle when they try to create sentences and their grammar is typically riddled18 with errors. Nevertheless, students want to have nothing to do with grammar structures while doing self-study. They ignore it completely, and concentrate instead on other aspects.

A good knowledge of grammar rules and patterns is absolutely necessary because the transfer of structures from one language to the next is anything but smooth. It is true that direct written grammar exercises, where students merely manipulate sentence structures to fit a pattern, may be unnecessary if you are aware of the pattern already. However, grammar definitely is an important part of your self-study program when it is used for communicative purposes.

What students often fail to do is to integrate grammar study into the process of creating English, rather than just manipulating sentences in exercise books. For example, with the structure "If I were you, I would…" a student should be thinking of the occasions he can use this structure and create as many sentences as possible that might be appropriate. Using English requires knowledge of the rules and patterns, just as a painter needs some conventions and boundaries before he can start his work, but ultimately both need a creative process before skill is developed.

Advice for the Self-study Learner

What then can I offer as advice for a motivated self-study learner? For starters, if you have no English environment, then create one. Find q partner to speak with regularly and do not worry if that partner is from China, Korea, Africa, or Europe. It is often better if your regular meetings can center around a topic or theme. For example, you could both read a different book and use the time to talk about the book you are reading. Perhaps you could use the time to exchange information about something you both want to learn.

You may also wish to * become accustomed with19 the types of clubs and activities that expatriates here in Beijing like to get involved with and join them. English corners are also funny ways to link with others who share your desire to learn English. Chat lines in English and * pen pals20 are also great ways to interact in English provided that you do not rely on them exclusively for your English development.

Secondly, you need to find a time of the day to expose yourself to various kinds of meaningful and interesting English stories, dialogues, programs, etc. that can hold your interest. If there is one pattern that shows up in all the studies of language acquisition it is this. The quantity and quality of English you expose yourself to is a key variable21 in determining the speed of your progress. The key issue should be to find a variety of interesting English sources that will not tire you out. Researchers have unanimously concluded that English that is meaningful and interesting is recalled and integrated into a learner's speech far more rapidly than English that is deemed appropriate by teachers and textbooks.

Finally, pace your energy and keep a positive attitude towards learning English. Acquiring a second language is a long-term journey that is not always smooth. Reward yourself with praise and begin to trust your communication powers. My students who have treated themselves with self-encouragement become more able to communicate and it is their fast progress that further motivates them to challenge themselves

Notes 注释：

1. n.万灵药

2. a.折磨人的；极端痛苦的

3. vt.消耗；使耗尽

4. (复数)n.侨民；移居国外者，此处指"以英语为母语、且暂住中国的人"

5. n.恐惧症，恐怖症

6. a.错误的，不正确的

7. n.等级制度

8. 决非，决不是

9. ad.混乱地

10. 取得进展

11. 仅次于

12. vt.回绝；断然拒绝

13. vt.证实

14. n.沉浸(于)

15. vt.确立；使处于牢固地位；挖壕沟

16. 布克奖。1968年由美国布克公司提供资金的一项世界著名文学奖，专门奖励当代最佳小说

17. n.引起不良后果的事物；罪犯

18. vt.[常用被动语态]充斥，布满

19. 习惯于

20. 笔友

21. n.变量

Nevin Blumer (M.Ed, TESL cert.) is an English as a Second Language teacher in Beijing who specializes in oral English and IELTS preparation. He has been teaching for almost 10 years, in Japan, Canada and Singapore and has spent over 2 years in Beijing. His particular interest is in the special problems that Chinese students have while learning English. One of his recent publications is American Culture: A Coursebook.