being a polyglot someone who speaks three or more languages fluently I have
three or more languages fluently I have
three or more languages fluently I have a special interest in understanding what
a special interest in understanding what
a special interest in understanding what I say in order to be productive during
I say in order to be productive during
I say in order to be productive during my gap year I took a job teaching
my gap year I took a job teaching
my gap year I took a job teaching languages things didn’t start off
languages things didn’t start off
languages things didn’t start off smoothly when I was asked questions like
smoothly when I was asked questions like
smoothly when I was asked questions like was the present participle I wasn’t able
was the present participle I wasn’t able
was the present participle I wasn’t able to answer until I did some research in
to answer until I did some research in
to answer until I did some research in other words I wasn’t able to logically
other words I wasn’t able to logically
other words I wasn’t able to logically explain why I use certain expressions
explain why I use certain expressions
explain why I use certain expressions I thought embarrassed stereotypically
I thought embarrassed stereotypically
I thought embarrassed stereotypically teachers are supposed to be the dorms
teachers are supposed to be the dorms
teachers are supposed to be the dorms equipped with everything students can
equipped with everything students can
equipped with everything students can possibly want except for memory breath
possibly want except for memory breath
possibly want except for memory breath but then I felt as if I discovered a new
but then I felt as if I discovered a new
but then I felt as if I discovered a new world the moment I realized that there
world the moment I realized that there
world the moment I realized that there are so many things behind my unconscious
are so many things behind my unconscious
are so many things behind my unconscious usage of language I was eager to learn
usage of language I was eager to learn
usage of language I was eager to learn more not only about what they are but
more not only about what they are but
more not only about what they are but also about why am i ignorant about them
also about why am i ignorant about them
also about why am i ignorant about them whether or not is shared among me and my
whether or not is shared among me and my
whether or not is shared among me and my peers and if so what can we do as a
peers and if so what can we do as a
peers and if so what can we do as a society to change it one of the
society to change it one of the
society to change it one of the languages I thought was English and it
languages I thought was English and it
languages I thought was English and it also happens to be a language in which
also happens to be a language in which
also happens to be a language in which this issue is highly relevant to most of
this issue is highly relevant to most of
this issue is highly relevant to most of its speakers so for the sake of argument
its speakers so for the sake of argument
its speakers so for the sake of argument assuming that you were educated in the
assuming that you were educated in the
assuming that you were educated in the english-speaking environment like I was
english-speaking environment like I was
english-speaking environment like I was you probably learn English and foreign
you probably learn English and foreign
you probably learn English and foreign languages differently
languages differently
languages differently most native speaking classrooms do not
most native speaking classrooms do not
most native speaking classrooms do not have a structured and rigorous teaching
have a structured and rigorous teaching
have a structured and rigorous teaching of grammar as native speakers acquire
of grammar as native speakers acquire
of grammar as native speakers acquire their grammar from their parents and
their grammar from their parents and
their grammar from their parents and other speakers in their native
other speakers in their native
other speakers in their native environment teachers often expect the
environment teachers often expect the
environment teachers often expect the students are capable of subconsciously
students are capable of subconsciously
students are capable of subconsciously understanding basic grammatical rules
understanding basic grammatical rules
understanding basic grammatical rules and move on to more complex material on
and move on to more complex material on
and move on to more complex material on the other side no native speaking
the other side no native speaking
the other side no native speaking classrooms teach grammar from day one
classrooms teach grammar from day one
classrooms teach grammar from day one providing students with power
providing students with power
providing students with power shortcuts to understand language from
shortcuts to understand language from
shortcuts to understand language from logic rather than empiricism I argue
logic rather than empiricism I argue
logic rather than empiricism I argue that we need to systematically teach
that we need to systematically teach
that we need to systematically teach grammar not just the foreigners but to
grammar not just the foreigners but to
grammar not just the foreigners but to everyone including proficient or even
everyone including proficient or even
everyone including proficient or even native speakers
native speakers
native speakers ever since the english-speaking world to
ever since the english-speaking world to
ever since the english-speaking world to collect theory based approach language
collect theory based approach language
collect theory based approach language university professors started noticing a
university professors started noticing a
university professors started noticing a drastic drop in quality of writing and
drastic drop in quality of writing and
drastic drop in quality of writing and communication through social media
communication through social media
communication through social media certainly hasn’t helped or are the
certainly hasn’t helped or are the
certainly hasn’t helped or are the consequences of not knowing grammar you
consequences of not knowing grammar you
consequences of not knowing grammar you may ask well for one thing you force
may ask well for one thing you force
may ask well for one thing you force yourself to trust what sounds right
yourself to trust what sounds right
yourself to trust what sounds right however while grammar is supposed to be
however while grammar is supposed to be
however while grammar is supposed to be unambiguous sound is not take homonyms
unambiguous sound is not take homonyms
unambiguous sound is not take homonyms when Q or more words are spelled
when Q or more words are spelled
when Q or more words are spelled similarly very similar in pronunciation
similarly very similar in pronunciation
similarly very similar in pronunciation but different in meaning in practice it
but different in meaning in practice it
but different in meaning in practice it looks like this take the words it’s
looks like this take the words it’s
looks like this take the words it’s there and read in the following
there and read in the following
there and read in the following sentences it’s a cat I like its eyes
sentences it’s a cat I like its eyes
sentences it’s a cat I like its eyes they are awesome I enjoy their company
they are awesome I enjoy their company
they are awesome I enjoy their company I read a book the book is read grammar
I read a book the book is read grammar
I read a book the book is read grammar also be worth a lot of money in October
also be worth a lot of money in October
also be worth a lot of money in October 2006 because of an additional comma in a
2006 because of an additional comma in a
2006 because of an additional comma in a contract between two companies in Canada
contract between two companies in Canada
contract between two companies in Canada one of them was able to save two million
one of them was able to save two million
one of them was able to save two million dollars well that’s two million more
dollars well that’s two million more
dollars well that’s two million more reasons to learn grammar it’s not going
reasons to learn grammar it’s not going
reasons to learn grammar it’s not going to be deceiving it’s even worse when it
to be deceiving it’s even worse when it
to be deceiving it’s even worse when it comes to punctuation words which aren’t
comes to punctuation words which aren’t
comes to punctuation words which aren’t even pronounced so what can we do I
even pronounced so what can we do I
even pronounced so what can we do I believe actions should be done on two
believe actions should be done on two
believe actions should be done on two different levels
different levels
different levels the first one is institutional our
the first one is institutional our
the first one is institutional our schools should REO grammar not only just
schools should REO grammar not only just
schools should REO grammar not only just in elementary school and perhaps in
in elementary school and perhaps in
in elementary school and perhaps in middle school but also extended beyond
middle school but also extended beyond
middle school but also extended beyond to high schoolers who are likely to be
to high schoolers who are likely to be
to high schoolers who are likely to be more mature only then can writing and
more mature only then can writing and
more mature only then can writing and peach which is desired effect the second
peach which is desired effect the second
peach which is desired effect the second level is personal as far as you are the
level is personal as far as you are the
level is personal as far as you are the curious type and to deepen the
curious type and to deepen the
curious type and to deepen the understanding of your language or
understanding of your language or
understanding of your language or languages let me show you something that
languages let me show you something that
languages let me show you something that you might find cool take my brown little
you might find cool take my brown little
you might find cool take my brown little cute talk and my cute little brown dog
cute talk and my cute little brown dog
cute talk and my cute little brown dog which one is more correct well based on
which one is more correct well based on
which one is more correct well based on adjective prioritization the second one
adjective prioritization the second one
adjective prioritization the second one wins we often use this order
wins we often use this order
wins we often use this order subconsciously but how awesome would it
subconsciously but how awesome would it
subconsciously but how awesome would it be to learn an elegant formula to
be to learn an elegant formula to
be to learn an elegant formula to explain why we do it
explain why we do it
explain why we do it furthermore in this ever globalized
furthermore in this ever globalized
furthermore in this ever globalized society we will all communicate with
society we will all communicate with
society we will all communicate with more people it could be an employer an
more people it could be an employer an
more people it could be an employer an admission officer or a friend you want
admission officer or a friend you want
admission officer or a friend you want to create the best impression and avoid
to create the best impression and avoid
to create the best impression and avoid misunderstanding
misunderstanding
misunderstanding for instance you don’t want to text your
for instance you don’t want to text your
for instance you don’t want to text your friend say let’s eat Alex as opposed to
friend say let’s eat Alex as opposed to
friend say let’s eat Alex as opposed to let’s eat comma
let’s eat comma
let’s eat comma Alex although you won’t be losing two
Alex although you won’t be losing two
Alex although you won’t be losing two million dollars you just lost a friend
million dollars you just lost a friend
million dollars you just lost a friend if I eating him alive I’m sorry it’s too
if I eating him alive I’m sorry it’s too
if I eating him alive I’m sorry it’s too late now to say sorry
[Applause]
[Applause] [Music]
[Music]
[Music] take advantage of books use online
take advantage of books use online
take advantage of books use online resources to check your grammatical
resources to check your grammatical
resources to check your grammatical mistakes or just try to teach your
mistakes or just try to teach your
mistakes or just try to teach your language or languages to known native
language or languages to known native
language or languages to known native speaking friends especially beginners I
speaking friends especially beginners I
speaking friends especially beginners I strongly recommend the last one by doing
strongly recommend the last one by doing
strongly recommend the last one by doing it as a temporal profession for the past
it as a temporal profession for the past
it as a temporal profession for the past few months I found it to be one of the
few months I found it to be one of the
few months I found it to be one of the most rewarding experiences American
most rewarding experiences American
most rewarding experiences American writer activist and feminist Rita Mae
writer activist and feminist Rita Mae
writer activist and feminist Rita Mae brown
brown
brown once said language is the road map of a
once said language is the road map of a
once said language is the road map of a culture it tells you where people come
culture it tells you where people come
culture it tells you where people come from and where they are going how can we
from and where they are going how can we
from and where they are going how can we say that we know a culture if we don’t
say that we know a culture if we don’t
say that we know a culture if we don’t possess the keys to decipher its daily
possess the keys to decipher its daily
possess the keys to decipher its daily spoken words learning grammatical
spoken words learning grammatical
spoken words learning grammatical imperatives
imperatives
imperatives is one of the best ways to bridge was
is one of the best ways to bridge was
is one of the best ways to bridge was conscious of with his or her
conscious of with his or her
conscious of with his or her subconscious one and I hope that you are
subconscious one and I hope that you are
subconscious one and I hope that you are as excited as I am to undertake this
as excited as I am to undertake this
as excited as I am to undertake this marvelous journey
marvelous journey
marvelous journey shukran spiriva gracias
shukran spiriva gracias
shukran spiriva gracias merci Grazia sissy thank
merci Grazia sissy thank
merci Grazia sissy thank [Applause]
”
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