The mistakes made by foreign learners of English vary considerably depending on each person’s language background. Sometimes it will be difficulty in vocabulary, sometimes grammar, sometimes listening and understanding. And sometimes the problems encountered on ELS English courses are not directly to do with language at all, but more to do with cultural traditions and the very use to which language is put itself.
Take for example learners from Germany; because of much similarity between the 2 languages in terms of vocabulary, German speakers often seem to have a distinct advantage over others learning English; but when it comes to questions of tense and aspect, because modern spoken German can be conducted using only 2 distinct forms, the range of English into over 18 forms can present a major challenge. Learners from Spanish speaking countries, on the other hand, experience relatively little difficulty in the use of tenses; the major challenges for them lie in areas of pronunciation (Spanish has only 5 vowels – and English many more) and also in listening comprehension. Learners with mother tongues from Slavonic groups of languages experience serious difficulty in the use of the definite, indefinite or zero articles; this is largely because their own languages do not use the forms in the same ways as English, or indeed the forms may not exist at all!
Moving outside the Indo-European group of languages, to, for example China, Korea or Japan, it might be assumed that the challenges involved in learning English are much higher; this is not a safe assumption however. Students with mother tongues closer to English will make serious and regular mistakes because of this similarity, although the rules are not applied in the same ways. Non Indo-European learners have no such problem, since everything about the English language is new to them and outside their previous linguistic experience. So mistakes are not carried forward into the new language and only perfect forms are acquired, provided of course that the teaching is accurate.
Facility in a language is not only a question of grammar and vocabulary however. Different cultures put language to different uses than others, with some startling contrasts evident when beginning to use English as a means of communication. Take for example the volume and speed of language. A Finnish speaker will speak his own language much more slowly than many other languages, and he will not be considered impolite if he allows long silences to elapse during conversations. A speaker of Spanish or Italian, or a person from Brazil, is generally likely to speak a great deal more than someone from the further northern hemispheres, both at a faster speed, and more continuously. Silence in some cultures is considered neutral or even welcome; in others it is not acceptable, makes people nervous, and it needs to be filled with more language.
A particularly striking contrast between the generality of Western, Indo-European socio-linguistic culture and one such as, say, Japan, involved the vexed question of interruption and politeness. In Japanese discourse, it is considered necessary to listen to each speaker attentively and not to interrupt until a clear sign is provided that it is acceptable to do so. Indeed, interruption is considered rude unless permission has been granted. When using the English language, Japanese learners have to learn, not only the verbal linguistic formulae necessary when interruption, but, much more dauntingly, the habit of making any interruption at all.
On ELS English courses, tutors will sometimes teach students how to adapt their body language, facial expression and use other para-linguistic techniques, simply in order to create the concept and habit of interruption in its learners. The corollary of this phenomenon is of course the equally pressing need upon the Japanese party to the conversation to accept and indeed welcome interruptions when appropriate. The learner needs to perceive his/her language not as a fixed and beautifully prepared speech, to be listened to by all else, but rather as a vehicle for discourse and meaningful exchange, allowing nonetheless for a degree of presentation of ideas, interrupted only at stages where this may be meaningful and lead the conversation forward.
To sum up, teachers and learners of English alike need to be aware that the whole nature of human communication is a hugely subtle business in which language plays a vital but not exclusive part. Awareness of the linguistic background of ones interlocutors facilitates greater sensitivity, and assists in avoiding serious blunders as indeed sometimes occur; but to base one’s notion of effective communication solely upon linguistic communication is to neglect many other significant aspects of this fascinating subject.
, one too many mince pies? So it’s time to make a good old New Year’s resolution; a personal goal to make you a better person. So how many of you have actually made one? And how many of you are really going to commit to it? Evidence suggests these resolutions are easier to keep with the support of a friend;