Fušování‏

Fušování‏ is a Czech word I discovered recently that appealed to me and that means “tinker, dabbling”. The related verb, fušovat means “to potter, to tinker at, to botch, to dabble, to mess about, to tinker”. Other related words include:

– fušer – quack, tinker, blunderer, boggler, botcher, bungler, cobbler, dabbler
– fušerská práce – botch
– fušersky – shoddily
– fušerský – empirical, patch work
– fušersky pracovat – tamper
– fušerství – botch, fudge, bungle
– fušeřina – patch work, tinker, botch
– fuška – elbow-grease
– fuška – job, chore, elbow-grease, hard work (also – dřina)

Sources: slovnik.cz, Wiktionary

These words could be used to describe the way I teach myself languages – I tend to do this is quite a haphazard way without any particular plan, and just follow my interests, and never know quite where I’ll end up. I keep thinking that perhaps I should try to learn things in a more structured way, but somehow rarely put such thoughts into practise. Languages are a hobby and passion for me. I dabble with them for fun.

Do you dabble or tinker with languages? Are you a linguistic botcher / bungler / tinkerer / dabbler? Or do you approach them in a more structured and focused way?

A review of Rocket Hindi

In April this year I was offered a free subscription to a Rocket Languages course in return for writing a review. My plan was to write the review after completing the course, however I realise that it’ll take me quite a while to work my way through the entire course so decided to write the review now.

A bit of background
Rocket Language courses are primarily provided online, though the courses are also available on CDs. The company was started in 2004 by Jason Oxenham and Mark Ling, who wanted to create an online Spanish course that was fun and easy to use, and that gave students the confidence to speak the language as soon as possible. The course proved popular, and the company now offers courses in Spanish, Korean, Japanese, Italian, Hindi, German, French, Mandarin Chinese, Arabic, ASL and English for Spanish speakers.

Why Hindi?
I wanted to try out the course in a language I didn’t know at all, which narrowed the choice down to ASL and Hindi. I chose Hindi because I know a number of people who speak it and I thought it might be interesting and useful to know. While this review focuses on Rocket Hindi, it is relevant to the other courses as they have a similar structure.

Details of the course
When you log into your Rocket Language course you see a welcome screen featuring links to Your Course, which contains all the language lessons; Your Motivation, which contains tips on learning languages, improving your memory, measuring your progress and so on, and Your Community, which links to the learners’ forums for the language you’re learning, and also for the other languages offered by Rocket Languages.

The course is split into two stages: stage 1 includes sections entitled Greetings and Meetings, The Perfect Tourist, In Town and Food and Drink. Stage 2 has sections entitled Retail Therapy, Family and Friends, Activities and Hobbies and a review section. There is also a section called the Survival Kit, which contains lessons on body parts, city, clothing, colours countries, days, food, house, numbers. In addition, you can download a piece of software called MegaHindi, which tests you on vocabulary with a number of quizzes.

Each lesson features a short conversation in Hindi which is presented in the Devanagari alphabet, in Romanized form and in English. You can listen to just the conversation, or listen to the full lesson, which is narrated by an American with the Hindi parts spoken by native speakers of Hindi. The lessons go through the conversation line by line explaining what all the words mean and how they go together. It explains how the words and structures can be used to make other sentences, and encourages you to make your own sentences. Lessons after the first one also review the conversation from the previous lesson and encourage you to go back to that lesson if you don’t understand everything.

Additional vocabulary used in the lessons is provided, and the end of each lesson you can test whether you have absorbed everything with the Rocket Review – a short quiz on the recorded lesson, and with a written quiz. You can save words into a custom dictionary, and make notes as well.

As well as the main language lessons, there are also lessons on language and culture. These are written lessons which introduce you to various aspects of the culture and include relevant words and phrases with recordings. Within these lessons you can also learn the Devanagari alphabet.

When you have completed each stage there is a comprehensive test on everything covered in that stage. If you score 80% or more, you pass the test and receive a certificate by email. The course aims to take you to A2 level of the Common European Frame of Reference for Languages.

My assessment
So far I have only completed part 1 of stage 1 and have learnt greetings, how to talk about myself, ordering food and drink, booking a hotel and such like. I need listen to each lesson several times before I can understand and produce all the words and phrases, and am gradually becoming more familiar with the sounds, rhythms, structures and the Devanagari alphabet. I would prefer more explanations of the grammar and a more standard Romanization system. The system used looks like this: kaisee haiM aap? (कैसी हैं आप?) – How are you?, while I’m more familiar with the UN system, in which that phrase would be kaisī haiṅ āp? It would also be very useful to have a lesson or some lessons showing you how to write the Devanagari letters and numerals by hand. In the absence of this, I found the SOAS Hindi Script Tutor very useful.

The course has a similar structure to other courses I’ve tried, including Teach Yourself, Colloquial and Pimsleur courses. It covers a lot more material than Pimsleur, though perhaps not quite as much as the Teach Yourself and Colloquial courses – they tend to have more grammatical explanations and exercises, but only the dialogues and some of the exercises are recorded. With the Rocket Language courses every bit of foreign text is recorded, so you’re not left wondering how to pronounce something. The Rocket conversations are recorded at normal conversational speed, I think, and the speakers pronounce things clearly. When explaining words and phrases they pronounce them more slowly and break up some words into syllables.

While the Rocket courses are primarily provided online, you can order an offline version on CDs, and you can also download all the mp3 files and listen to them whenever you like. This feature appeals to me as it means I don’t need to be online or tied to my computer to use the course. I have also made PDFs of all the lessons as well, so can peruse offline if I choose.

The Rocket Language courses seem to be aimed mainly at people who have little of no previous language learning experience and who are planning to visit a country where the language they’re learning is spoken. The conversations I’ve listened to and studied so far are mainly focused on language useful to tourists, however the lessons also show how the phrases used can be applied to different situations, so are useful even if you’re not planning a trip to a relevant country.

How much does it cost?
The online version of each Rocket Language costs US$149, which gives you unlimited, lifetime access to the course, and to any changes and improvements to it. The offline version on CDs costs US$299. Discounts are often available, and free 60-day trials are offered for all languages. These costs compare very favourably with Rosetta Stone and Pimsleur courses, though are more than Teach Yourself and Colloquial courses.

Do I recommend it?
Yes, definitely. I have enjoyed this course so far and hope to complete it eventually. I have successfully tried out some of the phrases on Hindi-speaking friends, and when I listen to online Hindi radio broadcasts, such as BBC Hindi, I am starting to pick odd bits and pieces.

Gaeilge

I found an online Irish test on ranganna.com today – it contains 100 questions of ever increasing difficulty and gives you a idea of your level of Irish. It’s available with instructions in Irish and English and has a seven-level marking scheme ranging from beginner to advanced.

I just took the test and got 69/100 or level 5 (Advanced) – I could understand almost all the questions, but my knowledge of the finer points of Irish grammar and orthography could be better. I’m happy with this as my main focus with Irish is understanding, speaking and reading it well.

After you have taken the test it shows you your answers with the incorrect ones highlighted and the correct ones indicated – a useful feature. It also has some suggestions for learning more Irish.

Immersion

I spent yesterday in Aberystwyth with two Czech friends and we talked in a mixture of Czech, Welsh and English, with occasional bits of other languages thrown in for good measure. When they were speaking Czech to each other I found that I could understand or guess enough to get a basic idea of what they were talking about, and in some instances I could understand quite a bit more.

While I have been learning Czech on and off (more off than on in fact) for quite a few years, I rarely get the chance to listen to Czech conversations, apart from on online radio, and I was pleased to recognise quite a few of the words and phrases my friends were using. I couldn’t contribute much to the Czech parts of the conversation myself, but that will come with practise.

Quite a lot of the vocabulary and structures they were using have appeared in my Czech courses or in Czech texts I’ve read, so I was at least somewhat familiar with them already. Hearing these things used in context really helped to fix them in my mind. It also helped that I could ask about anything I didn’t understand – this is not possible when I’m listening to online radio or watching films or TV programmes.

This kind of immersion can happen anywhere you can find some native speakers of a language you’re learning (L2) who are willing to help you. Being in a country where your L2 is spoken is an even better form of immersion, but might not be possible for everyone.

Learning a Language with Flashcards

Today we have a guest post by Andrew Cohen.

Having been a reader of the Omniglot blog for quite some time now, I have seen a lot of discussion about the usefulness of flashcards for help learning a language – particularly as a tool for practicing vocabulary and verb conjugation. Spaced-repetition systems (SRSs) like Anki seem to have gained traction as the preferred vocabulary study method among the language-learning blogosphere.

Yet despite their popularity, SRSs have so far mostly remained limited to vocabulary memorization. I find it surprising that no SRS manager has yet attempted to develop a way for people to actually learn a language from scratch using audio flashcards. It’s as if language theorists are afraid of innovating too much in the flashcard realm, lest they be accused of advocating diminished human interaction.

That’s why I created Brainscape. We’re a web & mobile “smart flashcards” platform that has developed a fully flashcard-based language learning methodology called Intelligent Cumulative Exposure (ICE). (See our 30-page white paper (PDF) about the cognitive science behind ICE.) We basically took the often-overlooked body of research suggesting that adult language learners benefit most from practicing output, and we found a way for the learner to systematically practice output of full sentences.

Intelligent Cumulative Exposure is based on the following tenets:

(1) Use translation to solicit the learner to generate each foreign-language sentence in the form of a flashcard;
(2) Play a natural-sounding native recording of the full sentence on the back of the flashcard
(3) Introduce only one new concept (k + 1) per sentence, beginning at the most basic sentence possible;
(4) Provide grammatical annotation in the learner’s native language where appropriate; and
(5) Repeat previously seen sentence-generation exercises in a spaced repetition pattern driven by the learner’s own confidence levels.

We’ve spent the past two years carefully sequencing a curriculum that applies these principles on both the web and iPhone – and we are finally releasing the product today! Brainscape Spanish starts from the most basic Spanish concepts for novices, toward much more complex words, grammar, and phrases for the advanced user. The app is currently available to use for free on our website (for a limited time) and for $40 on the iTunes App Store. It contains over 6,000 flashcards and will continue to improve based on user feedback over the coming months.

Please check out the app for yourself – and tell us what you think! And thanks again to Simon for letting me share this new innovation here on the Omniglot.

क्या आप हिन्दी बोलते हैं?

Last week I started learning Hindi – I was offered a free subscription to a Rocket Languages course in return for writing a review, which will appear here and on Omniglot once I’ve completed the course.

I thought that I should choose a language I hadn’t studied before, and of the languages they teach (Spanish, Korean, Japanese, Italian, Hindi, German, French, Mandarin Chinese, Arabic, ASL and English for Spanish speakers), the only ones I haven’t studied, or at least dabbled with, are Hindi and ASL. I chose Hindi because I thought it would be interesting to have a go at an Indo-Aryan language and to learn a new alphabet, and because I have a number of Hindi-speaking friends.

Rocket Langauge courses are online and audio-based courses with downloadable mp3s of the lessons, each of which is about 30 minutes long – I’m assuming they all follow the same format as the Hindi one. I’ve only done two lessons so far and have learnt some useful basic phrases in Hindi. Each lesson starts with a short conversation which is presented in spoken and written form (in the Devanagari and Latin alphabets), and the written material also includes new words and phrases not included in the conversation. The recordings feature an American narrator and two native speakers of Hindi (a man and a woman), and explain new words and phrases, go over things from the previous lesson, and give you alternative ways of saying things. You are also encouraged to try to make your own sentences.

When you have completed the lesson to your satisfaction, there’s a short written quiz, and also a review at the end of the recording. You can save words and phrases into a personal dictionary, and there are forums where you can discuss your studies and ask for clarification of anything that’s not clear.

I haven’t found any lessons on the Devanagari alphabet within the course yet, but there may be some. In the meantime, I’ve used the SOAS Hindi Script Tutor to help me learn how to write the letters and their sounds. I already recognise quite a few of them and know how the alphabet works.

In case you’re wondering, the title of this post means “Do you speak Hindi?” (kyā āp hindī bolte haiṅ?) – I can now answer this with, मैं थोडी सी हिन्दी बोलता हूँ (maiṁ thoḍī sī hindī boltā hūṁ), or “I speak a little Hindi”.

GC Life

Screenshot from GC Life

A friend of mine in Hong Kong has set up a virtual world called GC Life which is designed as a place for people to learn and practise using their languages, and to explore and chat.

There are regular meet ups within GC Life for various language, including French, Mandarin, Cantonese, Hungarian, Italian and German, and other languages could be added if there is demand for them.

This could be a useful language learning tool, if you enjoy spending time in virtual worlds.

Have you used anything like this for language learning and/or for practising your languages?

上海闲话 (Shanghainese)

According to an article I came across today, the local government in Shanghai is trying to preserve Shanghainese, the variety of Wu spoken in Shanghai. This involves recording people who speak ‘pure’ Shanghainese talking about local legends and traditions, etc. This is the third time such a project has been attempted, and they hope to find more speakers of ‘true’ Shanghainese this time – something they didn’t manage before.

Similar projects are underway in other parts of China, such as Jiangsu and Yunnan, to preserve other regionalects/languages. The plan is to compile a national database of regional languages and dialects.

This initiative marks a reversal of the government policy of the 1990s when there was a campaign to encourage people to speak Mandarin rather than Shanghainese in Shanghai. The use of Shanghainese was banned in schools and the number of Shanghainese programmes on the radio and TV fell dramatically. As a result, relatively few children speak Shanghainese and those who do don’t speak it very well, Mandarin became the main language for many people in Shanghai, and Shanghainese became stigmatised.

Recently the situation has changed somewhat with the publication of a Shanghainese dictionary, a regular and popular newpaper column, and music and stand-up comedy in Shanghainese [source].

Do you speak Shanghainese or are you studying it?

Language teaching in schools

According to an article I found today, the majority of business managers in the Czech Republic who were surveyed by Czech Position think that at least two foreign languages (English plus one or more others) should be compulsory in Czech schools.

This came in reaction to a proposal from the National Economic Council (NERV) that the only compulsory language in schools should be English, as Czechs who speak English can manage without other languages and would do better to concentrate on such subjects as as law, finance or IT. Currently English plus German, Spanish or French are compulsory in schools and the Education Minister supports the NERV proposal. Many managers in large companies do not agree however, and think that knowledge of a foreign language or two in addition to English is necessary, especially as more than half of the Czech Republic’s foreign trade is with German-speaking countries.

Not all of those surveyed were in favour of the study of more than one foreign language (English) in schools. One comment, for example, was that “for butchers, joiners or chimney sweeps, I consider teaching foreign languages on top of the rudiments of English to be a waste of money”, and another comment was that “not every child is talented enough to manage two or more languages as part of compulsory education.”

This makes interesting reading from the UK, where the study of one foreign language is compulsory only up to the age of 14, and it’s relatively few pupils continue their language studies after that.

Speaking in Tongues

The other day I heard about an interesting-sounding film called Speaking in Tongues, which tackles issues surrounding bilingual education in the USA, and follows four American children who are being educated in immersion programs in San Francisco. Two of children are in immersion programs to retain their native languages while learning English, and the other two are learning other languages through the programs. It demonstrates the practical benefits of being bilingual and dispels some of the myths. In part it is a reaction to the ‘English only’ movements that have sprung up in many parts of the USA.

There’s also a blog which discusses the film and the issues it addresses.

Have any of you seen it?