Aaron Knight (the author of PhraseMix) has launched a new initiative called “Year of English”. You enter your e-mail address to commit yourself to becoming fluent in English in 2013. Every day in 2013, you will receive a newsletter with lessons, advice and assignments.
Of course, I know that it’s hard to start learning English every day. To pull it off, you have to get pretty excited about English – more excited than you are about other things you do, like checking Facebook 50 times a day. Still, sometimes we need a nudge in the right direction; a daily reminder can also help you stay on track.
December 10th, 2012 · 17 Comments
In September 2010, I published Test your English pronunciation, a 10-question quiz which tests your knowledge of the basics of English pronunciation. Today, we’re going to look at the results. How well do Antimoon visitors know basic pronunciation?
October 2nd, 2012 · 6 Comments
I’ve updated my reading recommendations for beginners with links to some great detective stories and my experiences learning German with simplified books (also known as “learner literature” or “graded readers”).
September 22nd, 2012 · 1 Comment
Arkadiusz, who recently asked me a question about listening to two different dialects of English at the same time, has sent me a brief report on his experiences with the Antimoon Method. For a long time, I’ve been thinking about publishing more learner reports on Antimoon – not just reports from successful learners, but also people who are just starting to learn English seriously. It can be quite motivating to read about other people’s progress – perhaps more motivating than reading “you should do this” and “you should do that”…
So, I’ve decided to publish his short report. Hopefully, I’ll be able to publish some other learner feedback that has been lying around in my e-mail archive. Anyway, here’s the report:
Learner reports: Arkadiusz K.
September 18th, 2012 · 10 Comments
Arkadiusz writes (and I translate):
I’ve started learning English with the Antimoon Method. After a very short time (just two months), I can already see considerable progress, which motivates me to keep working. I have a question about input. I use various sources: some of them American (mostly cartoons and TV series), some of them British (podcasts, radio). Can mixing two different kinds of English be harmful? Should I concentrate on just one dialect of English?
The only risk I can see is that you could pick up a “mid Atlantic” accent (a mixture of British and American pronunciation). This shouldn’t be a problem in any serious sense of the word, but if you’re interested in having a pure RP or GenAm accent, you should learn about the differences between British and American pronunciation (individual sounds and word pronunciations) and pay attention to those differences as you listen to content. This should help your brain keep the two pronunciation models separate.
September 14th, 2012 · No Comments
Raphey Holmes, a Master’s student at Boise State University, is doing research on the use of technology by independent English learners. If you are teaching yourself English and would like to help, the survey is here.
In order to participate in the survey, you have to meet the following requirements:
- You are at least 18 years old.
- You are a non-native English speaker.
- You are currently working to improve some aspect of your English.
- You are not currently enrolled in a formal English class and you are not taking private lessons.
- You believe your overall English abilities are at a high intermediate or advanced level.
- You use English on a regular basis.
September 10th, 2012 · No Comments
I’ve made a few small changes to the input section:
The old SuperMemo section of “How to learn English” is now called the “SRS” section. The pages were previously SuperMemo-centric; they now cover the two most popular spaced-repetition systems: SuperMemo and Anki. I’ve rewritten the introduction to SRS (I’ve even drawn a nice graph to demonstrate the idea of spaced repetition), edited “Making SRS items (cards) for learning English” and added some notes on which SRS you should get.
Also added a short page on the advantages of listening over reading.
I have been reading about 40 pages a day and watching TV for about 2 hours a day. I have been coming across the new words and the new idioms that I learn over and over again, just like you said in one of your articles. It feels really good to know that I am making progress and to be able to use those new words and idioms in my conversations with native French speakers.
I have one more quick question, if you don’t mind. I know Polish is your dominant language, but it appears your English is as good (or nearly as good) as your native language. Do you think your German will ever be as good as your English?
It seems like there are so many people in this world who have mastered English. I have met Germans that could speak English as well as they could speak their native language, but all of the Germans learning French that I have met so far could not speak French very well (even though they learned it for many years). I know people from Japan that have learned English very well, but those learning French or German could not speak those languages very well.
Why do so many people master English, but not their 2nd or 3rd foreign language? Even those who can speak multiple languages, such as the polyglots on YouTube, tend to speak only their native language and English "fluently" and they are only at the advanced or intermediate level in the other languages they claim they speak.
That’s a very interesting question. I don’t have any scientific data on this, but I think my personal experience may be part of the answer.
Since I started Antimoon in 2001, I’ve been promoting the idea of learning English with adventure games. I believe adventure games are a great way to learn English, especially for younger learners.
Why do I believe in adventure games so strongly? Because I know that people learn languages most effectively when:
- they are surrounded by foreign-language sentences (input); and
- understanding those sentences is personally important to them (it enables them to understand something, or someone, they care about)
Adventure games meet both conditions, as they provide both input (in the form of dialogue) and motivation to understand it. When you’re playing an adventure game, you really want to make progress in it, sometimes to the exclusion of other needs like eating or sleeping. Since solving a puzzle typically requires understanding subtle hints dropped by characters in the game, the player finds himself in a situation where their very well-being depends on how well they understand English vocabulary and grammar. If this is not an ideal learning situation, then I don’t know what is.
As many of you know, in my 2009 review of English dictionaries for learners, the Longman Dictionary of Contemporary English (LDOCE) won in every content category. No other dictionary I tested has more example sentences, friendlier definitions, more accurate pronunciations, better coverage of American English or better-quality recordings.
But the dictionary has a fatal flaw: the software is awful. I had to write a cathartic rant about it just to keep myself from sending a mail bomb to the Pearson Longman headquarters. If you think I’m some kind of grouch with unrealistic expectations… well, yes, maybe I am, but that doesn’t mean I’m wrong. Let me just list the most important problems: the 10-second start-up time, lack of mousewheel or trackpad support, slow and buggy scrolling, and pointless clicking required to do anything. In many ways, LDOCE feels like a university – lots of valuable knowledge, but hopelessly inefficient and full of pointless hurdles.
Enter Taku Fukada, an English learner from Japan. Like many other people, he read my dictionary review, decided to buy the LDOCE, and discovered that he hated using it. But, instead of whining about it like I did, he did what ninjas do: he silently solved the problem.
If you’re an English learner living in a non-English-speaking country, your English input will be different from the input of someone who lives in, say, America. A learner in America (assuming he interacts with people on an everyday basis) will get most of his input by listening to everyday, informal conversations between people. A learner in Germany or Brazil will get most of his input from “content” – books, movies, videogames, songs, Web articles, discussion forums, TV shows, podcasts, etc. – things that are printed, recorded and published somewhere.
It’s hard to imagine learning English well without access to English-language content. Reading a book or watching a movie in English is an incredibly motivating and powerful experience that can produce a dramatic growth in the number of words, phrases and grammar structures that you can use.
However, there is a small catch. Relying on content can create a gap in your knowledge of “everyday English”. You can read dozens of books, watch hundreds of movies and read thousands of Web pages, and still not know what to say when you’re handing something to someone (There you go), how to say that your favorite show will be on TV at 5 pm (It’s coming on at 5.), or how to use phrases like Looks like it, Fat chance or Dibs on the cake.
February 20th, 2012 · No Comments
In my brand-new article, I offer some advice and tips on practicing English pronunciation. I hope you find it useful.
January 18th, 2012 · 1 Comment
In the latest update, I write about the importance of checking the pronunciations of English words and offer a few tips about that.
January 9th, 2012 · 2 Comments
Mark Davies, creator of the largest freely available corpus of English, has built another tool, called WordAndPhrase.info. What does it do? You type in an English word and it shows you the following information:
- the word’s rank in the COCA corpus (for example, perform is the 954th most frequent word in the corpus)
- the word’s relative frequency in spoken English, fiction, magazines, newspapers and academic texts; for example, sullen (=angry and silent) is used almost exclusively in fiction writing and practically never in spoken English
- collocates, sorted by part of speech and by frequency; for example, perform often occurs together with words such as task, function, well, better, able and poorly
- example sentences containing the word
If you type * into the search box, you can also get a list of the most frequent English words.
You should be looking at a redesigned Antimoon, the project I’ve been working on for the past month or so. If it looks wrong, you may have to reload the page to get the newest styles.
If anything seems wrong after you reload the page, please let me know.
Here’s a rundown of the most important changes:
- More readable, better-looking text
- Navigation bar on every page
- Coordinated color scheme
- (articles and blog pages only) Dictionary lookup feature — double-click any word to look it up in the Cambridge Advanced Learner’s Dictionary (includes phonetic transcription, recordings and of course example sentences)
- (articles only) Google Translate link for people who have difficulty reading in English and whose languages are not included in the Translation Wiki.
- (articles and blog pages only) Buttons for sharing an article on Facebook, Twitter, etc.
- Awesome print stylesheet — if you print an article, it will look almost as good as a page from a book. No ads, no site navigation, just pure text set in a nice font.