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leolingo · 9 months

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(rant about linguistics, aphasia and q!quackity’s impairments post-memory loss!!! to anyone who knows more about any of this, PLEASE add on or dm me id love to learn if anyones into neurolinguistics or anything of the sort)

ive been digging deeper into q!quackity’s condition (because I quite literally CAN’T stop thinking abou it) + taking note of his symptoms/behavior and it seems like what he’s dealing with could be called alexia (acquired inability to read) with agraphia (acquired inability to write), which are types of general aphasia, except i still need to know MORE about his production and comprehension i need to get in there!!!!!

it seems like he could be experiencing literal/verbal alexia with agraphia, which would mean he can’t recognize written letters or symbols at all and that is why he’s unable to read (this is all very tentative… all i have to go off of is my psycholinguistics class and as many academic articles as i can read). from what ive seen, q!q hasn’t actually tried to read any signs out loud, there’s no verbal attempt or production of speech which would make sense if he really can’t recognize the alphabet. BUT. what bothers me is that he can speak spanish with no issues. since spanish has a high proximity between phonology and orthography, theory says people who are able to speak it should be able to read and write the phonemes. and he can’t — or hasn’t tried. THAT makes me think he Can recognize the letters themselves

to confirm this i would really like to see him try to spell…. Or just name a letter! if its confirmed he CAN recognize individual letters, then id say what we’re looking at is more like pure alexia (without agraphia) — only a reading impairment, which would cause him to be unable to Arrange the letters in a sensical order. Its tough to check any of this w minecraft as a medium…. with a keyboard (or, in rp, on a communicator/in chat) it’s kind of impossible to know if he’s clicking at random or actually Trying to seek specific letters. but ill say that the way he sometimes dictates what he’s intending to write makes me think he DOES have the visual of each letter in his mind, and just struggles to order them or accurately transpose them

its also interesting to me how theres no sign of a speech impediment. q!q could speak fine from the very first moment we saw him. all hesitation was modal/owed to circumstance and not actually tied to his production of speech. i think that has more to do with the memory part of things! it could be that the extend of his memory alteration only goes as far as his writing and reading do. speech and comprehension come first in regular human development, and those are the faculties he has kept mostly unaltered. there could also be an argument to make about this pointing spanish as his first language (like cc!quackity) and english as his second, which would explain the dissonance between his production in one language and the other — but given that last stream he did express knowledge of english, idk if its relevant

i dont know much about the actual anatomy of things but i think it’s interesting that most aphasia cases are caused by lesions on the left temporal-parietal lobe. AND that its also possible for aphasia to be caused by head trauma like a hard hit to the head or deprival of oxygen (due to drowning? food for thought).

psa i know the situation in canon could be a lot less deep than im trying to make it. i get that. i dont expect the writers team to have researched the symptoms to this extent, but i enjoy discussing it. this is part of my major and a big area of interest for me so i find it really fun :) ill keep reading on this topic as much as i can and reblog w more of my musings if i find more relevant info. baseline qsmp team please let me in i need to study q!q under a microscope (lovingly)

#literally its ALLLLLLLLLL I think about since the return stream #WHAT THEY DO TO HIM?#kit.txt #qsmp #q!quackity #kit.meta

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spanishskulduggery · 10 months

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i have a question about something -- i say "paso por ti" if im telling someone im passing by for them later today or something but im realizing that isn't the technical future conjugation, that'd be "pasare por ti". is there a reason we say paso instead of pasare. if you say it in the conditional is that saying that you aren't sure so have a back up plan lol

This is actually a very common question or concern. The thing is that present tense can also be used for short-term future

Like the way people say voy al banco can be "I'm going to the bank" or like in the very short future "I will go to the bank"

Another one is nos vemos as an expression is "see you later" but more literally "we will see each other"

(Also I'm assuming you mean pasar por alguien in the sense of "to come get someone" or "to pick someone up" in that sense?)

Using future tense pasaré por ti "I'll come get you" isn't wrong, it just feels more distant future planning... Like I'd say paso por ti enseguida "I'll come get you right away", or paso por ti temprano "I'll come get you early"

Present tense generally has three-ish basic meanings, the regular statement, present continuous, and short-term future. In other words if you say voy it could be "I go", "I am going", and "I will go (shortly)"

As for conditional, it would probably make more sense in an "if/then" statement which can be more actually hypothetical with imperfect subjunctive

si me hubiera pedido, pasaría por ti "if you had asked me, I would have come to get you"

...

In a regular sentence that isn't so hypothetical you might say, si me pides, paso por ti "if you ask, I'll come get you" or paso por ti cuando termino "I'll come get you when I'm done" which are more certainty-based statements

Subjunctive is more doubtful but possible... and conditional needs a condition to be met, in other words, "I would get you (assuming something were to happen)"

Related: I wouldn't say conditional sounds like a back-up plan it just requires something else to happen first, like "if only I could", "if I had time", "if I were there"... those kinds of expressions are often imperfect subjunctive, followed by conditional. If you were going for a more doubtful present-y feeling it would be present subjunctive

That more reads like doubtful like less than 50% probability or there are certain subjunctive phrases...

Like, es posible que pase por ti antes "it's possible I'll come get you sooner/before"

And it can exist with regular subjunctive - paso por ti cuando termine la película which reads as "I'll come get you once the movie ends" as if you don't know when it will end

Note here that present subjunctive has the same future-y quality as regular present indicative, like cuando termine la película "whenever the movie ends" vs. cuando termina la película "when the movie ends" both have the same element of "hasn't happened yet"

Same would be true for es posible que pase por ti "it's possible I'll come get you" it's just an indefinite future versus regular indicative paso por ti "I am going to come get you"

I think in this particular context, all of it can make sense it's more just the vibe of it; certain or uncertain, short-term or long-term planning, etc.

Present tense is a very nuanced tense in my experience; English tends to use more modals to express things like "will" or "would" which makes us question the exact timing of certain tenses

For us "I go", "I am going", and "I will go" require entirely different words (which Spanish does have) but it makes it hard to understand when Spanish present tense could possibly be any one of them

#asks #la gramatica #spanish #learn spanish #spanish grammar #long post

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bluebird990 · 2 years

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Day 11: Purple

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Note: So..um..I tried writing a fanfic..for the first time..so expectedly..its kinda trash..so please bear with me🙈. There's no romance here..its more platonic. And also it kinda got..out of control..like really REALLY out of control..so yeah...

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Relationship: Wolf keum/reader

Tw: Swearing

Tags: Soulmate AU, a very bad attempt at humor.

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Soulmates. Two souls having a special, magical bond which even science couldn't explain. It was a really extraordinary phenomenon yet the most ordinary one. Everyone had a soulmate. Having a soulmate wasn't anything special, meeting them and actually bonding with them as a person, was.

You always thought that it was the most beautiful phenomenon in this world. Having someone special out their waiting for you. Once you meet them you'd never feel empty or lonely again. Or so you thought as a 5 year old. Right now? At age 16? Things were a lot different. The world wasn't as simple as it had seemed to your 5 year old self.

You now understood that just meeting your soulmate wouldn't just magically make you two fall in love. Many people thought that the idea of soulmates was extremely absurd and impractical. The universe doesn't get to decide who you should love and who you shouldn't. And you agreed with these ideas. It really was constraining to have the "love of your life" already decided by some unknown force.

Despite all these thoughts you still, at the very least, wanted to meet your soulmate. The same couldn't be said for your soulmate though. If the words on your right arm are anything to go by, your soulmate isn't exactly gonna be thrilled to meet you.

Sigh

You really need to stop the monologs and focus on what your English teacher is babbl- teaching. You were not really a modal student huh?

The bell finally rings after what seems like 5 centuries and you're free to go home and play with your grumpy ass cat who never really seems thrilled to have you around, but you still love annoying the little gremlin. Gremlin was a unique purple colored Persian cat. You named him Gremlin because he just loves to destroy all your clothes.

Oh well, atleast having Gremlin means you can't really throw your clothes around and make a mess.

You were so immersed in your thoughts that you didn't look around while turning the corner and-

----

You go tumbling down your ass in the middle of the street on the cold concrete and ouch that hurts!! You look up with a scowl, ready to cuss the fuck out of the person who bumped into you but at the last moment the curses die in your mouth when you see the stranger and-

"OMG Your hair looks just like Gremlin's!!!"

The guy, for a second, looks somewhat confused and annoyed at that exclaimation. After a second his expression changes from annoyed to shocked.

You quickly clamp a hand on your mouth and curse at yourself. Way to make a first impression on a handsome guy.

"I'm so sorry that's not what I meant!! Um..you see Gremlin is actually my cat's name and your hair just looks so similar to his fur that I just..blurted out...the first thing that came into my mind and I just-"

Wait. You spring to your feet and scowl at the very good looking stranger.

"I'm not the one who's supposed to be apologizing right now since you're the one who bumped into me first! You should apologize to me instead since if you hadn't bumped into me then I wouldn't have even noticed you or called you Gremlin. So, I'm waiting, you can apologize now."

Throughout your speech the (hot) stranger's expression went from shocked to surprised to flat.

And now there you are, scowling with your arms folded, waiting for your apology that doesn't seem like it's coming.

The words that leave that stranger's mouth are the last thing you expected.

"I've only known you for 3 minutes and I'm convinced that you're the most annoying person on this planet" says the stranger with the flattest expression you've ever seen.

And oh.

OH.

He's your soulmate.

Now it's your turn to turn blue from shock with your eyes wide open.

You had always wondered why and how could anyone ever think you were the most annoying person in the world after knowing you for 3 minutes. You'd always thought it was kind of unfair of your soulmate to make such a proclamation. But now, you definitely understood why or how anyone could say that.

You definitely deserved that title because

1) You were the one who was in their own mind and bumped into him.

2) You went ahead and called him Gremlin and started reprimanding him while telling him to apologize to you.

And he turns out to be your soulmate??? Which means that he has those cursed words etched into his body since forever and for forever...

Haha...way to make a first impression...You had never hated your damn mood swings more than you did now. Sigh.

Wolf keum was a dark horse. He did whatever the fuck he wanted and those that tried getting in his way had to pay a price. He didn't like following rules or being oppressed or controlled by anyone.

So, expectedly, he hated the concept of soulmates. Wolf was never much of a romantic person so the idea of having his other half decided by some other worldly entity didn't please him at all.

And if the words on his arm were anything to go by, his was going to be an exceptionally annoying being.

Wolf was already pissed at Donald fucking Na acting like he was at the top of the fucking world. He was pissed and tired of Donald's bullshit. He just wanted to get some sleep at this point; so when someone ran into him on the street, he was ready to make quick work of this fucker and just go home and sleep.

"OMG Your hair looks just like Gremlin's ", the stranger said. After hearing those words, Wolf was ready to just keep walking like nothing happened. He was not prepared for this and definitely didn't have the energy to deal with this stupid person who went on babbling like a bafoon and asking him to apologize. He then and there decided that he had somehow landed the most annoying person (maybe second most annoying, Donald was first) as his soulmate.

This was going to be a pain in the ass.

While Wolf's first impression of his soulmate wasn't very positive, he had to admit that his soulmate at least wasn't a fucking pussy.

Wolf keum. That's the name of your soulmate. It wasn't difficult to find that out since wolf seems to be very infamous in your neighborhood. He was a delinquent. Wow. Your soulmate was a delinquent. You didn't know what to make of that. It didn't really bother you as much as it clearly should have.

He was definitely interesting to say the least. He had piqued your interest the moment you laid your eyes on him. Wolf would definitely not want to see you again but you had to at least try to befriend him. Even though it was kinda scary.

That's how you found yourself standing at the front gates of Ganghak high, waiting for a certain hot delinquent to come out. And oop, speak of the devil.

There he was with his resting bitch face looking like he was going to smash your head in the moment you opened your mouth.

"OK listen. I know that we didn't start off that well but hey, isn't it kinda unfair to start judging each other so soon? For all you know we could be really good friends so-"

"I doubt that"

"-how about you stop judging me off of our first encounter and give me another chance to be your friend!!", you said, with a bright smile, sounding kinda desperate, which you weren't, not really, maybe.

"Fuck off", he said and brushed off your speech like you didn't spend 4 hrs thinking about the right thing to say.

"Get outta my way and remember this; if you show me your face again then I'll beat you up to death."

Just your luck that he seemed to be in an especially bad mood today. Wow.

"Jeez okay okay, I won't bother you again meanie. So much for trying to be friendly" you pouted and started stomping your way to home.

Hmph whatever, if he wants to be a jerk then so be it, you have your little Gremlin; who needs a stupid soulmate.

Even though it was kind of a shame. You were so looking forward to meeting your "other half" or whatever.

Wolf was having a particularly bad day. And as always, the reason was his stupid boss.

And then there was his annoying soulmate.

Though if he was being completely honest about it, he didn't really hate them that much. Sure they were kinda annoying, but in a good way? Is that even possible?

Maybe he felt a little annoyed at himself for reacting the way he did. And maybe he did kinda feel disappointed that he wouldn't see them again.

This is so fucking annoying. This is why he never makes friends, because admittedly, he is kinda bad at it. Like really bad. Ugh.

Wolf was convinced that he was never gonna see his soulmate again. So to say he was surprised by the sticky note on his locker would be an understatement.

Dear Meanie,

Since I have a huge heart, I'm giving you another chance. Don't get ahead of yourself and think that I want a romantic relationship with you. Nuh uh. I've just always been really curious about my soulmate so I'm not gonna just let you go so easily. All I want is for us to be friends. Or at least try? If it doesn't work out then it doesn't! Simple as that! I could introduce you to my cat. He's just like you...um, so yeah, contact me if you want to...or don't, whatever. Also if you don't wanna call me then..well, I've left you a goodbye gift. Though you can keep them if you do decide to text me too!! They'll be helpful.

Sincerely,

The most annoying person you know

*snort*

At the end of the note was a number and on the top of his locker was the so called "goodbye gift". It was bandages, of some pink cat... did they seriously think he was gonna use those? This person was going to be the death of him, in a good way of course.

They really were the most annoying person ever. Though the huge smile he had on his face while reading the letter would say otherwise.

Saying that wolf was relieved to see the letter would be the understatement of the year.

You were really anxious about the outcome that this bold move of yours would have. The guy clearly told you to stay away. But you wanted to give him the benefit of the doubt.

Maybe it was because of the fact that you thought that he was just so much like Gremlin that you couldn't resist giving him another chance. Once, when you got extremely sad after Gremlin tore your favorite dress, the little monster regretted his actions so much after watching your sullen face. He wouldn't stop making huge puppy eyes at you and snuggling with you all day, even letting you pet him, which is rare. Wolf just reminded you so much of Gremlin. Maybe it was because both of them had purple hair? Wow that was a really stupid reasoning huh?

Obviously there was the possibility that wolf might get even more mad after reading your letter and decides to kill you in the worst way possible. Ugh. Whatever.

History class finally ended after what felt like 15 centuries. That's nothing new, every class felt like a century long to you anyway. You were heading home and had totally forgot about wolf because you were an airhead like that.

So you were really shocked to see said guy, standing near your school gate, looking so damn out of place.

You were going to die, weren't you?

You started imagining the worst possible outcomes and thought of just bolting back into the school and just lounge there for the night.

Before you could though, Wolf looked up from his phone and locked eyes with you for a second before averting his eyes again. And- was that a blush on his face? Wolf keum? Blushing? It was so tiny but you were sure it was there.

And that's when you finally noticed the bandage on his forehead, slightly hidden behind his hair. A bandage. A hello kitty bandage. The one that you gave him. And Jesus fucking christ. You really couldn't stop the laugh that was bubbling in your stomach. The bandage looked so out of place on his perfect face.

So you burst out, laughing uncontrollably. Wolf just simply rolled his eyes at that and gave you a tiny, genuine smile. Maybe the idea of soulmates wasn't that bad after all.

At age 5, you thought that meeting your soulmate would magically solve all your problems and make you the happiest person ever.

At age 16, you thought the idea of soulmates was kinda ridiculous yet still really intriguing. And no, your problems wouldn't be magically solved after meeting them.

At age 19? You were sure that the universe had made a huge mistake and appointed your cat's soulmate to you.

That's the only thing you could think of as you came home to said soulmate, wearing your favorite hoodie and cuddling with your cat, looking so damn comfortable.

Your assumption was right, Wolf was the human version of Gremlin, except, instead of tearing your clothes to shreds, he stole all your hoodies.

Gremlin starts growling at you, his owner, if you try to go near them while their cuddle sessions.

"Seriously? Whose soulmate are you wolf?? Mine or my cat's?"

"Meow" "Meow"

Fucking great. Now they even sync.

"I want a refund!!!"

"Ahhahahaha"

#if you made it to the end then i m really surprised and thankful #please be nice this is my first fanfiction #and i know the prompt was barely even there #you blink and you miss it #not really #ANYWAY #weaktober #wolf keum #weak hero #weak hero x reader

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smute · 11 months

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Hi! I hope you don't mind, but I had a question! I'm learning German, so I don't quite understand the translation errors in the German subtitles? If you have the time, I'd absolutely love to see the breakdown on what each of the translations mean literally, and what they imply figuratively! If not, that's fine too :3 They say you can only get what you ask for! Have a great weekend!

hiiieee! sure, no prawblem! you caught me procrastinating teehee

first off, none of them are really "errors", they mostly just sound very unnatural. but i'll try my best to explain the nuance!

"you better work!" could be translated as "du solltest arbeiten" (lit. = you should work), but obviously it's a highly idiomatic phrase in english and, in this context, used specifically to express approval, praise, and encouragement. that idiomatic meaning is completely lost in translation, so "du solltest arbeiten" ends up sounding like a very forthright request for someone to finish their work/start looking for a job lmao

"please put your hands – and legs – together." this one is extra tricky. "put your hands together" is another idiomatic expression that cannot be translated literally. that in itself isn't really a problem – there are plenty of ways to say "please clap" in german as well. but the double entendre of "put your legs together" as a way of saying "keep it in your pants" is what makes this one complicated. in german, "ich bitte um applaus" (= i ask for applause) does sound kind of formal, but it's also a very common phrase to hear, so by itself it wouldn't raise any eyebrows. the word "züchtigkeit" (= chastity) on the other hand is formal, but it's also a very archaic term, which makes it kind of funny by default. it still has to be presented in the right tone though. exaggerated. (think of it like using "alas" or something similar in english). if it's just in writing, like in this case, and without any further context, the humor doesn't really work, and the sentence in its entirety "ich bitte um applaus und züchtigkeit" (= i [kindly] ask for applause and chastity) just ends up sounding hyper formal and very very odd. imo it would have made more sense to leave the "ich bitte um applaus" alone, and to add a simple "und bitte benehmt euch" (= and please behave yourselves) or something to the end instead. the pun is untranslatable anyway, so why not just make it sound natural?

"sashay, du gehst" is simply hilarious to me. "sashay away" is once again tricky because it's one of ru's catchphrases that you hear aaaallllll the time on the show, but also because the verb "to sashay" doesn't have a direct translation in german other than "stolzieren" (= to strut/prance) or maybe "gleiten" (= to glide), but none of those really match the original meaning. the funniest part for me, though, is the fact that the verb "sashay" becomes a name? or a title? in the german translation? "sashay, du gehst" (= you, sashay, are going/leaving) sounds like ru is addressing someone named sashay. and the verb isn't even in the imperative mood. (which, to be fair, is not always required. something like "du gehst" can be a command, you don't necessarily have to use "geh", but i digress.)

"ich sah nutten mit stiefeln" (= i saw hookers with boots) is honestly... close enough? iirc the original was "i've seen hookers wearing boots" or something to that effect. the main problem here is the tense. in german, präteritum (= simple past) is really only used in writing. there are exceptions of course, but in regular conversation you would almost always use perfekt (= present perfect). "ich habe nutten mit stiefeln gesehen" would sound much less formal, and a little modal particle would make it sound even more natural: "ich habe schon nutten mit stiefeln gesehen." but the fact that the more formal sounding präteritum is combined with the extremely derogatory term "nutten" is what makes this one extra funny.

"dass ich durch diese türen schritt, ist überwältigend." (= that i strode through these doors is overwhelming) FGZDSHJ💀 okay. now. german word order is very flexible. TECHNICALLY, you can use all sorts of sentence patterns to express the same thing, but they do change the tone and emphasis of a statement. putting the subordinate clause ahead of the main clause is absolutely fine, but it does sound a little strange in this case. "es ist überwältigend, dass ich durch diese türen schritt" sounds a TINY bit less stilted, but once again, the präteritum "schritt" is the main problem. i can't remember what he said in english, but it definitely wasn't "strode" 🤭 and the verb "schreiten/durchschreiten" (= to stride/stride through) itself is kind of formal already, so yeah. "es ist überwältigend hier zu sein/hier zu sein ist überwältigend" (= it is overwhelming to be here/being here is overwhelming) or even "es ist überwältigend, dass ich hier bin/hier sein durfte" (= it is overwhelming that i am here/was allowed to be here) would sound much more natural. usually subtitles benefit from brevity but if you really wanted to keep the door bit in there, you could probably say something like "es ist überwältigend, dass ich (überhaupt) durch diese türen gehen durfte" (= it is overwhelming, that i was (even) allowed to walk through these doors). in writing, clarity and precision are prioritized and the formal tone isn't usually an issue, but when translating subtitles of casual dialogue i would always suggest you keep it simple 😂

"ich garantiere dir, du bleibst hier" (= i guarantee, you stay here) is honestly not that bad. it sounds a little silly, but at least it rhymes! works well as a catchphrase imo. of course, it has absolutely nothing to do with "shantay, you stay", but i honestly cant think of a better alternative, so im not gonna complain lmao. "du darfst abtanzen" (= you may dance off = you may waltz off/leave) is also... a choice gsfhrgfhrgfh but again. not the worst. "abtanzen" is kind of playful, and with the word "tanzen" (= to dance) in there i guess there's at least a distant semantic connection to the english "sashay"? imo it works well in the entertainment/show biz context as a playful way of telling a contestant to leave the stage.

#wow... longer than i thought #sorry gbruhjfd #got carried away #anyway i hope this was helpful #happy monday <3 #ask #ling #i guess

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bigbyte02 · 8 months

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Enriching and Assessing Young Children’s Multimodal Storytelling/Why Children Need Play 9/18

Takeaway: children today engage with stories and literacy in a more complex and multimodal way than in the past. This is due to a variety of factors but, with the ease of sharing information children find more creative ways to share what they have read in text.

Nugget: interacting with peers during play helps children develop many other skills than just social and physical skills, but rather can enhance spelling and writing as well.

Exploration: while it may not seem like it, I am a bit of a thespian, and to this end, I do occasionally like to go see a good play or movie. coincidentally my younger cousins also love these theatrics and love to use what they see in their games of pretend. these multi-modal stages of play and storytelling really get them motivated to work on skills conventional schooling would normally turn off. while my little cousin hates English homework, giving her an interesting prompt gets her motivated to write many pages of creative writing, and so i took a day with my cousins to do exactly that. I spent the day with them making a Spiderman play (because that's the most recent movie they saw) and helped them make a play about spiderman saving new york, all the while helping them write up a script, to show off to mom of course. this got them extremely motivated to be moving about productively, something school (for them) had so far been unable to do. this all helped me expand my understanding of child development and growth, as learning does not necessarily take one form but can be expressed in different ways.

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hartmanrobertson4 · 2 years

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#TheFactualist

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textribe · 3 months

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Difference between can or may

In the English language, the terms "can" and "may" both play significant roles, yet they are often used interchangeably in informal settings despite their distinct grammatical functions and meanings. This article aims to clarify the differences and proper uses of "can" and "may" to enhance understanding and accuracy in communication. Quick Facts Table TermCanMayPart of SpeechModal VerbModal VerbPrimary UseAbility, PossibilityPermission, PossibilityExample Sentence"I can swim very fast.""You may leave the table." Difference Between “Can” OR “May” Definition of Can "Can" is used to express ability or possibility. It indicates whether someone or something is capable of doing something or if a situation might occur. Definition of May "May" is primarily used to express permission or possibility, often in a more formal context than "can." It suggests a degree of politeness or uncertainty. Origin of Can "Can" originates from the Old English cunnan, meaning "to know, know how." Origin of May "May" comes from the Old English mæg, meaning "to be able." Pronunciation - Can: /kæn/ (informal settings might hear /kən/ as in "I can go.") - May: /meɪ/ Comparing Can and May When comparing "can" and "may," it's important to recognize their unique applications in English grammar: - Can is often used to express physical or mental ability, while May suggests permission or a possibility that is less certain. - Can is considered less formal than May, which is preferred in polite requests or formal permissions. - Historically, May has been the correct choice for expressing permission, though modern usage has blurred this distinction, especially in American English. Comparison Table FeatureCanMayFormalityLess FormalMore FormalUseAbility, LikelihoodPermission, PossibilityContextEveryday ConversationsFormal Requests, Written Permissions Usage in Sentences with Explanations Use of Can in Sentences - "I can speak three languages." (Ability) - This sentence showcases the speaker's multilingual ability. - "It can rain in the desert, though it's rare." (Possibility) - Indicates the possibility of rain in a usually dry area. - "Can you pass me the salt?" (Informal Permission) - A casual way of asking for the salt. - "We can see the stars from here." (Ability) - Expresses the ability to view stars from a certain location. - "This strategy can save us time." (Possibility) - Suggests a possible outcome of saving time with a strategy. Use of May in Sentences - "You may start your exam now." (Permission) - Formal permission to begin an examination. - "There may be traffic on the way home." (Possibility) - Indicates the uncertainty of encountering traffic. - "May I leave the table?" (Formal Permission) - A polite way to ask if one can leave the dinner table. - "She may visit us next summer." (Possibility) - Uncertain plans for a future visit. - "May you have a prosperous year ahead." (Wish) - Uses "may" to express a wish or hope for someone. Conclusion Understanding the distinctions between "can" and "may" enhances clarity and precision in English communication. "Can" is typically used for expressing ability or likelihood, while "may" is more about seeking or granting permission and discussing possibilities. Recognizing the context and formality required will guide the appropriate choice between these two modal verbs. Commonly Asked Questions - Can "can" and "may" be used interchangeably? - In informal contexts, yes, but in formal settings, it's better to use them according to their specific meanings. - Is "may" outdated? - No, "may" is not outdated; it's still used for formal permissions and to express possibilities politely. - How can I remember the difference between "can" and "may"? - Think of "can" for ability and "may" for permission. - Do "can" and "may" have the same level of certainty? - No, "can" often suggests a higher degree of certainty than "may," which implies possibility or permission with a sense of uncertainty. Read the full article

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hellosmartpaper · 8 months

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How Multimodal Learning Transforms Education?

What is Multi Modal Learning?

Multimodal learning is a fancy term for a simple but revolutionary idea, Using different ways to teach and learn. Instead of just reading textbooks or listening to lectures, multimodal learning brings in a whole range of ways to absorb information. That includes things like pictures, videos, sounds, and interactive stuff that lets you get your hands dirty with learning.

Imagine reading a history lesson that's not just words on a page but comes to life with videos, where you can actually see historical events unfold. Or think about learning science with cool interactive simulations that let you experiment and learn by doing. That's multimodal learning in action.

Information channels or anything that conveys meaning in some way are called modes. Examples include:

Music

Movement

Gestures

Facial expressions

Colors

Pictures

Illustrations

Audio

Speech

Writing and print

Why does multimodal learning matter?

Every student has their own unique way of learning when they come to school. Therefore, the best learning experience should cater to all these different methods.

By using various modes of teaching, multimodal learning ensures that everyone's learning needs are met. For example:

1.Providing both written and spoken content helps those who prefer reading and listening.

2.Using pictures and animations can grab attention.

3.Giving examples can clarify concepts.

Multimodal learning not only supports all students but also enhances their skills. A study by Cisco showed that students who had both text and visuals learned more effectively than those with just text.Unlike the traditional one-way teaching we often imagine in classrooms, multimodal learning proves to be a more successful approach.

Similar results were discovered in a study of students who were learning English as a second language, who employed multimodal learning techniques to improve their writing skills. According to a different survey, most pupils prefer classes that include visual components rather than just text.

Multimodal interactions are the norm. Only employing one way of communication is quite uncommon, therefore educating kids should follow suit. Reading from a textbook as an example, which is one form of instruction, doesn't engage students' minds or get them ready for circumstances they might encounter in the real world.

Learning styles & the importance of critical self-reflection

The idea of learning styles is so widespread that it's often taken for granted. Not many people question this belief, as it's deeply rooted in our education system. Teachers are consistently advised that to be effective educators, they should tailor their teaching to match each student's learning style. Surprisingly, approximately 90% of students believe they have a specific learning style.

However, research challenges the existence of learning styles altogether. This presentation is dedicated to dispelling this myth by presenting research findings. It also delves into why this belief can be problematic and explores the reasons it persists despite the lack of concrete evidence.

In simple words, using different ways to teach helps everyone learn better. Some students like reading, some like watching videos, and others like doing activities. By using all these methods together, we make sure every student understands and enjoys learning. It's like giving everyone their favourite tools to learn. This way, learning becomes fun and easy for everyone!

#Multi Modal learning

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eslyard · 9 months

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Songs to Learn English Grammar

Songs can be a fun and effective way to learn English grammar as they often use repetitive language patterns and offer memorable examples of sentence structures.

Here are some popular songs that can help you learn and practice English grammar:

"What's Going On" by Marvin Gaye: This song uses present continuous tense to describe the world's problems.

"Count On Me" by Bruno Mars: This song features the first conditional structure to express promises and commitments.

"Yesterday" by The Beatles: This classic song is an excellent example of the past tense.

"I Will Always Love You" by Whitney Houston: This song demonstrates the use of future tense to express everlasting love.

"Can't Stop the Feeling!" by Justin Timberlake: This song includes examples of modal verbs, such as "can't

"Imagine" by John Lennon: This song showcases the second conditional structure to express hypothetical situations.

"Let It Be" by The Beatles: This song provides examples of imperatives, such as "let it be."

"Lean On Me" by Bill Withers: This song offers instances of the phrasal verb "lean on me."

"Shape of You" by Ed Sheeran: This song has numerous examples of the simple present tense.

"Ain't No Mountain High Enough" by Marvin Gaye and Tammi Terrell: This song contains the double negative "ain't" to emphasize the strength of love.

Remember that while songs can be helpful for learning grammar, it's essential to complement your learning with other resources and practice using the structures in context. Also, consider using lyric videos or looking up the lyrics to better follow along and understand the grammar being used. Happy learning!

#language #english

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nylanguageworkshop · 1 year

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Workshop Monday, February 6th: Ailís Cournane, “Dedicated markers for the hardest thoughts: learning epistemics and counterfactuals the ‘easy’ way”

Our speaker on Monday, February 6th will be Ailís Cournane, who is Assistant Professor of Linguistics at NYU. Ailís will give a talk called ‘Dedicated markers for the hardest thoughts: learning epistemics and counterfactuals the "easy" way’:

Epistemic reasoning (thinking about possibilities from knowledge-based inferences) and counterfactual reasoning (thinking about possibilities from undoing facts) are among the most complex kinds of reasoning humans can do. The language that expresses these thoughts is likewise complex: e.g., modal verbs with polysemous meanings and functional syntax (like "must" or "could"), and conditional constructions ("if...then") with "fake" past-tense markers (Iatridou 2000). But, it doesn't have to be, those constructions are simply the canonical ones that have received the most attention in the linguistics and psychology literature. There are "easier" constructions out there... I'll talk about two main case studies, primarily based on extensive corpus studies of English-learning children: (1) epistemic adverbs ("maybe", "probably") and (2) counterfactual propositional wish-es ("I wish I was a bar of soap" - Abe, age 4) (joint work with Maxime Tulling), both of which are common in the input to children and linguistically dedicated: they always express epistemicity or counterfactuality, respectively (unlike modal verbs and conditional constructions). We'll see that children learn to talk about complex epistemic and counterfactual possibilities earlier with these more dedicated markers, updating our understanding of both language and reasoning development in these areas of possibility reasoning.

The workshop will take place on Monday, February 6th at 6–8pm in room 202 of NYU's Philosophy Building (5 Washington Place).

RSVP: If you don't have an NYU ID, and if you haven't RSVPed for a workshop yet during this academic year, please RSVP no later than 10am on the day of the talk by emailing your name, email address, and phone number to Jack Mikuszewski at [email protected] no later than 10am on the morning of the talk. This is required by NYU in order to access the building. When you arrive, please be prepared to show proof of vaccination and boosters at the request of the security guard.

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azadeh-farahifar · 1 year

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Teaching in diverse classrooms-Chapter 8

The author – Stephen d. Brookfield – speaks of teaching in diverse classrooms in his book entitled “The Skillful Teacher on Technique, Trust, and Responsiveness in the Classroom”.

Diversity in a student group can take on many forms: Cultural background, learning styles, thinking (linear thinking versus “big picture” thinking), the way one approaches learning (self-directed learning versus high dependence on the teacher), communication struggles for those whose first language is not English, personality (extrovert versus introvert), disability (physical and/or mental), class system, ethnic background and the role spirituality in one’s life.

When encountering all forms of diversity in the classroom, there are a number of approaches teachers can take to respond to diversity. Here are a few ideas:

Team Teaching

One approach is to team teach with another teacher who has a different teaching style, background and personality. It’s natural to have strengths and weaknesses as an instructor. Co-teaching with someone who has a different approach allows for connecting to a wider range of students in the class. I have co-taught in the past and always find the experience very stimulating as I draw on my colleague’s input to add comments of my own.

Mixing Student Groups

Another approach to consider is how to assign students together in group activities in order to maximize learning. In a classroom, students may be at different academic levels, come from various racial and cultural backgrounds, be motivated or unmotivated, have a preferred learning style or have a certain personality. The challenge becomes how to group students together. One idea is to form groups of students who are similar in interest and ability. This allows students to learn at the same pace.

Another idea is to mix students together regardless of their abilities, experiences, racial backgrounds, learning styles or personalities. This is a more effective method and more closely simulates the real world as we are often called upon to work with others who are very different from ourselves. It’s also very beneficial especially in learning tasks requiring creative problem solving as having different approaches to diagnosing a problem brings about fresh ideas and new ways of solving the problem.

Drawing on my own personal teaching experience, I have often assigned the manager role in group activities to extroverted students who seemed unmotivated in class. I’ve often observed that when they were in charge of their group, their natural leadership qualities and drive would express and it was always so inspiriting to observe their enthusiasm in class.

Mixing Teaching Modalities

There are so many different ways to teach and for students to learn. Creating different teaching approaches can be time consuming but classes become so much more stimulating and conducing to learning. Learning can be oral, visual or hands-on and there are so many ways to teach – PowerPoint presentations, video clips, instructor demonstrations, student experimentations, stories, independent study or group projects, to name a few.

Using Silence to One’s Advantage in the Classroom

Silence in class can be deafening to the teacher as it’s often misinterpreted that students are either confused or not interested. But silence in class can actually be a good thing and can be used constructively. For example, in discussion groups, as an exercise, the teacher could call a halt every 15-20 minutes for a silent reflective pause and ask the students to write down the most important point they felt was made during those 15 minutes or the point that needed further discussion. When the activity resumed, the students would read out what they wrote written down and carry on their discussion from there.

Silence used to unnerve me when I first became a teacher and I used to wonder why I wasn’t getting any response from the students. But since then, I’ve come to embrace those silent moments and recognize that if I ask a question in class, I need to allow my students to take the time to think about the question before responding. When I do that, I don’t rush the students regarding their response and the class flows more smoothly and in a relaxed way.

Doing One’s Best

With diverse students, it’s not possible to address every student’s learning needs satisfactorily. As instructors, we need to remain true to our personality and not transform ourselves into something we are not. All we can do is our best. We can achieve that by making a commitment to ourselves to vary our class activities in response to the group of students we are teaching in order to make our classes as inclusive and interesting as possible.

Reference:

Brookfield, S. The Skillful Teacher On Technique, Trust, and Responsiveness in the Classroom (3rd ed.), Jossey-Bass, 2015, pages 97-109.

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englishlessonsclass · 1 year

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Lexical verbs and auxiliary verbs

English Studies

Lexical verbs and auxiliary verbs

Verbs

As with Nouns, verbs can be identified through certain formal characteristics. The main inflectional criterion is their ability to take a tense inflection. Any word that can take a tense inflection is identified as a verb. Verbs, in addition to their uninflected base form, typically have up to four inflected forms, formed by adding one of four inflections to the appropriate stem form. This is shown in the following table.

The above table clearly shows the irregularity of English morphology. Many verbs have irregular past or perfective forms. Some of these forms may not be distinct from the base form. The verb ‘be’ has eight distinct forms. The most regular verb suffix in English is +ING, which can be attached to the base form of almost any verb.

Distinctions between main verbs and auxiliary verbs

Auxiliary verbs are used with main verbs to form different tenses and aspects. In English, auxiliary verbs can be subdivided into four groups:

Modal auxiliaries: may, might, can, could, must, have (got) to, will, would, shall, should, ought (to) and, in some cases, need and dare.

Aspectual auxiliaries: be and have

The passive auxiliary: be

The dummy auxiliary: do

Modal auxiliaries are used to express various kinds of modality. They typically express speakers’ and writers’ attitudes towards the factual content of an utterance, such as uncertainty, possibility, necessity, ability, permission, obligation, intention, prediction. Modal auxiliaries are always finite (i.e., they express tense): most modals have past tense forms, as the pair of modals show but crucially do not take typical tense inflections, which are taken by main verbs, as shown by these ill-formed forms *will+s, *would+ed, *can+s, *could+ ed, *can+ing.

Aspectual auxiliaries encode grammatical aspect, a grammatical category which relates to the way in which an action, event or state is viewed in respect of its distribution in time. The main categories of aspect in English are progressive aspect and perfective aspect. In progressive aspect, the action is presented as an ongoing process, as taking place over a stretch of time, i.e., it has a certain duration.

For example, the following two sentences have the same tense (present) but differ in aspect. In (1), the activity of running is viewed as a habit, whereas in (2), it is viewed as an ongoing process.

(1) I run every Sunday.

(2) I am running right now.

In the present perfect aspect, the action described by the verb took place in the past quite recently and has current relevance at the time of utterance.

(3) Ann has just left.

In the past perfect, the action took place prior to a reference point in the past, and that this event was still relevant at the reference point:

(4) When I arrived, Jone had just left.

One important issue that comes up in the study of the English auxiliary system is that of which words function as auxiliary verbs, and how we can differentiate auxiliary verbs and main verbs. One major difference between the two is that main verbs can stand on their own in a sentence, without another verb preceding or following, whereas auxiliary verbs cannot occur independently, but instead function as ‘helping verbs’.

(5) John ran in the marathon.

(6) John could not run in the marathon.

(7) *John could not in the marathon.

(8) *John could in the marathon.

The ‘NICE’ properties

The ‘NICE’ properties are syntactic criteria which are used to distinguish between main verbs and auxiliary verbs. They are thought to be the most reliable criteria for ‘auxiliaryhood.’

The word NICE is an acronym in which each letter stands for a property: N for Negation, I for Inversion, C for Code, E for Emphasis. Auxiliary verbs are said to have these four properties, whereas main verbs appear not to have them. Let us consider each of these properties.

Negation: Only auxiliary verbs can be followed by the negative particle not marking sentential negation. To form the negative counterparts of affirmative sentences containing either a modal auxiliary, an aspectual auxiliary or a passive auxiliary, the negative particle not is added after the auxiliary verb. Main verbs cannot be followed by the negative particle.

(9) You will not leave.

(10) You must not leave.

(11) You cannot leave.

(12) You could not leave.

(13) *You leave not.

Notice, significantly, in contracted forms, the negative particle not is suffixed to the preceding auxiliary verbs (not to the main verbs).

(14) You won’t leave.

(15) You mustn’t leave.

(16) You can’t leave.

(17) You couldn’t leave.

(18) *You leaven’t.

Do-support is the process of inserting the dummy auxiliary do. In forming negative sentences, Do-support is required if there is no auxiliary verb in the sentence. For example, in the following sentence, there is no auxiliary verb.

(19) John reads a book every month.

To form the negative counterpart, we need to insert the dummy auxiliary do; the negative particle is inserted after this auxiliary and it is contracted to it. This is shown by the following sentences.

(20) John does not read a book every month.

(21) John doesn’t read a book every month.

Thus, Do-support is the syntactic process by which do is used as a dummy auxiliary. Thus, do would be seen as ‘supporting’ the negative particle.

Inversion: Only auxiliary verbs undergo subject-auxiliary inversion to form ‘yes-no’ questions. Auxiliary-inversion is the movement of an auxiliary verb crossing over and positioning in front of the subject (forming an Auxiliary-Subject order). This is illustrated by the following sentences.

(22) a. Tom will leave the party.

b. Will Tom leave the party?

(32) a. Tom could leave the party.

b. Could Tom leave the party?

(33) a. Tom left the party.

b.*Left Tom the party?

c. Did Tom leave the party?

As shown by the example in (33 c), dummy do is also used to form the interrogative versions of sentences that do not contain an auxiliary verb. First, do is inserted before the main verb and then it is inverted with the subject.

Code: Auxiliary verbs can occur without their main verbs, i.e., they can get ‘stranded’. This shown by the following examples.

(34) Does John read a book every month? He does.

(35) John reads a book every month, and so does Mary.

(36) Can John lift this box? He can.

(37) John can lift this box and so can Mary.

(38) Will he go to school? He will.

In the above sentences, all the underlined auxiliary verbs occur without their main verbs.

Emphasis: Auxiliary verbs can be used in emphatic contexts. This is illustrated by the following examples.

(39) John WILL read a book every month.

(40) John MUST read a book every month.

(41) John DOES read a book every month.

To recapitulate, what distinguishes auxiliary verbs from main verbs is that they can:

Carry the negative particle not

Invert with the subject

Manifest code

Carry emphatic stress.

These four characteristics are referred to as the ‘NICE’ properties.

‘Do’ is constantly referred to as a dummy element. This is because it does not carry any meaning but is inserted simply to help main verbs in forming negative or interrogative sentences, and to allow code and emphasis.

More examples:

Consider the following sentences and see what NICE property is expressed in each one.

(42) Can you open the window please? (Inversion)

(43) Of course, I can. (Code)

(44) I can’t open the window. (Negation)

(45) I CAN open the window. (Emphasis)

(46) No, I can’t. (Negation and Code)

(47) No, I CANNOT. (Negation, Code, and Emphasis)

(48) Do you want some tea? (Inversion)

(49) I do. (Code)

(50) I don’t. (Negation and Code)

(51) I don’t want any tea. (Negation)

(52) I DO want some tea. (Emphasis)

Verb phrase (VP) is a phrase that head is a verb. It has been conceived of differently in different syntactic accounts. It has been thought of as the equivalent of a Predicate, as in (53), as consisting of a verb and its complement(s), as in (54), including the auxiliary, as in (55), or a verb alone with accompanying auxiliaries, as in (55). In all cases, the verb is seen as the head of the unit.

(53) I will see him tomorrow.

(54) I will see him tomorrow.

(55) I will see him tomorrow.

(56) I will see him tomorrow.

#online learning #english lessons #english grammar #zakclass #grammar #university #online #linguistics #english studies #english

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spanishskulduggery · 2 years

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sorry if this is super basic but could you may explain future tense to me?

There's two types of ways to express future tense things

The first is present tense, then there's future tense

Short-Term Future Tense (using present tense)

Present tense is often used for short-term future.

A very simple example is voy. By itself voy is the present tense yo of ir so it means "I go"

However, voy can also be translated as "I'm going" [present continuous] and "I'm going (to go)" [short-term future]

ir isn't the only verb you can use to express future tense, but it is probably the most common

Additionally with ir you'll find ir + a + infinitivo which is "going to do (something)", using ir a as a kind of modal/helping verb

As an example: voy a visitar "I'm going to visit", van a viajar "they are going to travel", me voy a mudar "I'm going to move (away)" etc etc. Even just voy a ir "I'm going to go"

Present tense will always be your first foray into future tense and it's very straightforward

Conjugating Future Tense

As for future tense itself, there are a handful of irregular verbs but it's actually one of the more regular conjugations

It's most often the case that you have the infinitive + the conjugated endings, and they're primarily the same regardless of the verb types except

hablaré = I will speak comeré = I will eat viviré = I will live hablarás = you will speak comerás = you will eat vivirás = you will live hablará = he/she/usted will speak comerá = he/she/usted will eat vivirá = he/she/usted will live hablarán = they/you all will speak comerán = they/you all will eat vivirán = they/you all will live hablaremos = we will speak comeremos = we will eat viviremos = we will live

And so, for about 80% of verbs you'll see the infinitive plus -é, -ás, -á, -án, -emos, (and -éis for vosotros)

Your irregular verbs that you'll want to know for future tense are typically: querer, poder, poner, hacer, tener, decir, venir, haber, valer, salir, saber, and caber

querer -> querr- poder -> podr- poner -> pondr- hacer -> har- tener -> tendr- decir -> dir- venir -> vendr- haber -> habr- valer -> valdr- salir -> saldr- saber -> sabr- caber -> cabr-

But the verb endings are the same... so you'll see querré, podré, pondré, haré, tendré, diré, vendré, habré, valdré, saldré, sabré, cabré etc etc etc

In fact, these 12 verbs are pretty much the only real irregularities you need to know. I think all (if not the majority) of other irregulars are related to the above verbs... so sostendrá from sostener, or satisfará from satisfacer related to hacer etc.

If you know the basic pattern for the ending conjugation, you can pretty much figure them all out... except for bendecir and maldecir which are just weird and I'm sorry in advance, but thankfully you don't usually have to know them

For everything else, say you come across mantener ...you know it's related to tener so you can safely assume all its conjugations are related to tener... so you'll get mantendré "I will maintain" etc

Funny enough: the big 5 [ser, estar, ir, ver, dar] all conjugate regularly here

Important Note: These 12 verbs also share their conjugational pattern for the conditional... except you'll get -ía, -ías, -ía, -ían, -íamos instead

And so you'd see something like querría, podría, pondría, haría, tendría, diría, vendría, habría, valdría, saldría, sabría, cabría

Regular verbs are just the same, an infinitive plus the ending: hablaría, comería, viviría

Using Future Tense

I think future tense is probably the most straightforward of all the tenses in Spanish. It's used primarily exactly how you would imagine it

In English we typically use a helping verb "will", but in Spanish, just the future tense is enough

What does sort of get a little lost in translation is that for Spanish, the future tense is decisive. It is something you WILL do, and it's a potentially longer-term future that's farther off:

Nunca volveré jamás. = I will never ever go back. Viajaré a Francia. = I will travel to France. Comeremos antes. = We'll eat before. Tendrás que hablar con ella. = You'll have to talk to her. No lo haré. = I will not do it. / I won't do it. Lo haré. = I'll do it. / I will (do it). Nunca podré olvidármelo. = I'll never be able to forget it. Vendrán más tarde. = They'll come later.

...

The one function of future tense that isn't totally discussed is just how resolute it is.

In English, future tense is sometimes understood as "shall"... For us, "shall" is a little antiquated, but it has that same resolve that's present in Spanish

When I teach people about future tense, I try to mention the "shall" because the perfect example is in the Bible for los diez mandamientos "the Ten Commandments"

No robarás. = Thou shalt not steal / You won't steal. No matarás. = Thou shalt not kill. / You won't kill. Honrarás a tu madre y a tu padre. = (Thou shalt) Honor thy father and thy mother. / "You will honor your mother and your father"

*Note: It's important to note for the Ten Commandments that English uses "thou" which is archaic for us. But "thou" is understood to be 2nd person informal, a "you"

Thus, "thou" is in fact "tú" but English largely did away with "thou"

So in prayers and in the Bible, the Spanish no matarás feels very modern to us because we would think "you will not kill"... but in Biblical English it's "thou shalt not kill", but again there's the "shall"

If you can imagine a situation where you could replace "will" with "shall", you're talking about future tense:

Nunca volveré. = I will never return. Nunca volveré. = I shall never return

There's a bit of a disconnect for English speakers, I know, trust me I know, but the Spanish somehow seems simpler to us in these cases

Small additional note: Spanish-speakers sometimes use future tense in the way we would use present tense... As an example: serás idiota is "you're an idiot". You could say eres idiota but there are times when Spanish speakers will say serás and it's interpreted as "you are", not "you will be"

I believe it's understood more like "supposition" in a way, so serás idiota or estarás loco/a can come out like "you must be an idiot" or "you must be crazy"

...

And that's the basics of future tense. It's extremely simple compared to everything else in Spanish. There are usually no tricks involved. Future tense is usually everyone's sigh of relief after having to deal with preterite and imperfect, it's very simple by comparison

And future tense conjugations easily prepare you for conditional tense when the time comes

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