Spanish has some suffixes that don't have clear English equivalents and can vary depending on the word. These suffixes include -ez for qualities or characteristics, -ura for states or conditions, and -ada/-ado for actions or events.
Spanish uses cognate suffixes that are similar to English suffixes and have similar meanings, including suffixes that derive nouns from verbs like -ción/-sión and -miento/-imiento, and suffixes that form adjectives from nouns like -oso/-oso and -ario/-ario. Learning cognate suffixes can help Spanish learners understand new words based on word roots shared with English.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish being a Romance language and English being Germanic. Key differences discussed include vowels, additional letters in the Spanish alphabet, formal vs informal address, adjective placement, pronoun elimination in Spanish verbs, and typical word order. The document also provides a case study of an English language learner named Lola, analyzing errors that could be due to developmental factors or interference from her native Spanish language.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish originating from Latin and English having Germanic roots. The alphabets of the languages are examined, noting differences in vowels and additional letters in Spanish. Variations between formal and informal address are unique to Spanish. Word order and verb conjugations are also contrasted between the languages. The document concludes with a case study of an English language learner, Lola, and analyzes common errors that stem from influences from her native Spanish language.
This document compares and contrasts features of Portuguese and English grammar, including pronouns, verbs, prepositions, word order, and question formation. It also profiles an English language learner from Brazil who struggles with English grammar and writing despite studying English for 6 years in secondary school. The document concludes with implications for instruction, emphasizing a communicative approach and exposure to help learners acquire correct grammar use through communication rather than isolated grammar study.
Understanding the errors of arabic speaking ell’sanbray723
This document discusses common errors made by Arabic speaking English language learners and strategies to address them. Key differences between Arabic and English include direction of writing, vowels, capitalization, and punctuation. Common errors include lack of capitalization and punctuation, vowel confusion, incorrect sentence structure and verb placement, improper use of articles, and issues with spelling, plurals, prepositions and verb tense agreement. Suggested strategies include explicitly teaching vowels, increasing reading exposure and practice with sentence structure rules, comparing translations, looking at spelling patterns, and using intonation to demonstrate punctuation.
Guenter u11a1 language comparison poster & presentationlag5038
There are three key contrasting features between English and Spanish: spelling, noun forms, and verb tenses. These differences can lead to errors for students learning the second language. Teachers have instructional tools to help correct errors stemming from these specific language differences.
This document discusses the differences between writing and speech. Some key differences are that writing is usually permanent while speech can be corrected or changed as it is spoken. Written language also tends to be more complex with longer sentences and clauses, while spoken language contains more repetitions and interruptions. Writers can make use of formatting and layout techniques that are not available for speech, while speech utilizes tone, volume and other audio elements to provide context. Some grammar and vocabulary are also only used in one form versus the other.
English Language learners: This is a step-by-step 12-slide presentation to help you recognize SVO, so you can build proper sentences. (Created by Rita Zuba Prokopetz / G&R Languages – August, 2012)
Spanish uses cognate suffixes that are similar to English suffixes and have similar meanings, including suffixes that derive nouns from verbs like -ción/-sión and -miento/-imiento, and suffixes that form adjectives from nouns like -oso/-oso and -ario/-ario. Learning cognate suffixes can help Spanish learners understand new words based on word roots shared with English.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish being a Romance language and English being Germanic. Key differences discussed include vowels, additional letters in the Spanish alphabet, formal vs informal address, adjective placement, pronoun elimination in Spanish verbs, and typical word order. The document also provides a case study of an English language learner named Lola, analyzing errors that could be due to developmental factors or interference from her native Spanish language.
This document compares and contrasts features of the Spanish and English languages. It discusses the origins of the languages, with Spanish originating from Latin and English having Germanic roots. The alphabets of the languages are examined, noting differences in vowels and additional letters in Spanish. Variations between formal and informal address are unique to Spanish. Word order and verb conjugations are also contrasted between the languages. The document concludes with a case study of an English language learner, Lola, and analyzes common errors that stem from influences from her native Spanish language.
This document compares and contrasts features of Portuguese and English grammar, including pronouns, verbs, prepositions, word order, and question formation. It also profiles an English language learner from Brazil who struggles with English grammar and writing despite studying English for 6 years in secondary school. The document concludes with implications for instruction, emphasizing a communicative approach and exposure to help learners acquire correct grammar use through communication rather than isolated grammar study.
Understanding the errors of arabic speaking ell’sanbray723
This document discusses common errors made by Arabic speaking English language learners and strategies to address them. Key differences between Arabic and English include direction of writing, vowels, capitalization, and punctuation. Common errors include lack of capitalization and punctuation, vowel confusion, incorrect sentence structure and verb placement, improper use of articles, and issues with spelling, plurals, prepositions and verb tense agreement. Suggested strategies include explicitly teaching vowels, increasing reading exposure and practice with sentence structure rules, comparing translations, looking at spelling patterns, and using intonation to demonstrate punctuation.
Guenter u11a1 language comparison poster & presentationlag5038
There are three key contrasting features between English and Spanish: spelling, noun forms, and verb tenses. These differences can lead to errors for students learning the second language. Teachers have instructional tools to help correct errors stemming from these specific language differences.
This document discusses the differences between writing and speech. Some key differences are that writing is usually permanent while speech can be corrected or changed as it is spoken. Written language also tends to be more complex with longer sentences and clauses, while spoken language contains more repetitions and interruptions. Writers can make use of formatting and layout techniques that are not available for speech, while speech utilizes tone, volume and other audio elements to provide context. Some grammar and vocabulary are also only used in one form versus the other.
English Language learners: This is a step-by-step 12-slide presentation to help you recognize SVO, so you can build proper sentences. (Created by Rita Zuba Prokopetz / G&R Languages – August, 2012)
This document provides definitions and examples for vocabulary words including adjective, subject, connective, article, accent, dictionary, participle, translation, cognate, and vocabulary. For each word, it gives the definition and an example sentence. It asks if the reader understands the week's words and can use them in lessons. It also questions if the reader achieves 10 out of 10 each week and how they could help peers who do not, and if their form calculates a weekly average.
This document summarizes some key differences between English and Spanish grammar. It notes that Spanish nouns have gender, adjectives follow nouns, negation is simpler using prefixes like "no-" rather than multiple negatives, possessive nouns don't exist, subjects are often omitted, the verb "to have" expresses feelings, there are fewer prepositions, the word "it" is commonly omitted, capitalization and punctuation differs slightly, and spelling is much easier as letters correspond to single consistent sounds. The document provides examples for each difference discussed.
This document provides information about English orthography and compares it to other writing systems. It discusses the history and development of the English spelling system from Old English to modern times. Key points include that English orthography is irregular due to influences from other languages and lacks consistent letter-sound correspondence. The summary also notes that moving to English spelling poses different challenges depending on a student's first language writing system, such as alphabetic vs. syllabic scripts. Teachers can use knowledge of students' native orthographies to scaffold literacy instruction.
Teaching Arabic Speakers: Linguistic and Cultural Considerations, Shira Packerspacke
Teaching English to Arabic Speakers: Cultural and Linguistic Considerations
In the past few years, more Arabic speakers have come to Canada to learn English than ever before. The workshop aims to present cultural and linguistic information that is useful to English teachers of native Arabic-speaking learners. Participants will learn how to anticipate challenges with regards to teaching grammar, pronunciation, literacy, and critical thinking skills to native Arabic speakers.
This document discusses the influence of a learner's native language, Arabic, on acquiring English grammar. It outlines six major differences between Arabic and English grammar: word order, article use, verb agreement, the verb "be", object repetition, and question formation. These differences lead Arabic learners of English to commonly make errors like placing verbs before subjects, overusing definite articles, and omitting forms of "be". Understanding patterns in learner errors can help teachers adopt effective teaching strategies to improve language acquisition.
This document compares and contrasts the key features of the English and Spanish languages. It discusses how Spanish uses the Latin alphabet and has consonant and vowel sounds that coincide with spelling. Spanish is considered an inflectional language where words change form to indicate relation to other words. Both English and Spanish have aspects of inflectional, isolating, and agglutinative features. The document also explores differences in phonemes between the languages and how punctuation is used. It provides examples of how the differences between the first language and new language can cause errors for English language learners and implications for instruction.
The document discusses the differences between the Spanish verbs "ser" and "estar". Ser is used to describe permanent characteristics of a person or thing, such as nationality. Estar is used to describe temporary characteristics or states of being, such as being lost. Examples are provided to illustrate when to use ser versus estar, such as "Yo soy Americano" versus "Yo estoy americano", and "Estoy perdido" versus "Soy perdido". The document advises learning basic phrases using these verbs to be helpful in real situations.
Difficulties for Spanish Speakers Learning English kristenzadick
This document highlights common grammatical difficulties for Spanish speakers learning English, including differences in pronouns, adjectives, plurals, articles, and subject dropping. Native language influences, such as Spanish rules for possessive pronouns and adjectives, can cause learners to make errors like using possessive pronouns that agree with objects or placing adjectives after nouns. Teachers must be aware of potential transfer errors to effectively address them.
There are differences in how language is used in speaking versus writing. Verb tenses, forms, and voices are used differently, with present and simple verb forms predominating in speech. Speech uses short utterances rather than complete sentences and does not use punctuation or layout. It allows for corrections and relies on tone, volume, and pacing to provide context. Writing is usually permanent and can communicate across distances, while speech is transient unless recorded and used for immediate interactions.
This document analyzes the English language skills of a 4-year-old Spanish-speaking student. It notes the types of errors observed, including verb omission and subject-verb agreement. It also discusses the student's Uruguayan dialect and compares English and Spanish grammar and phonology. The conclusion emphasizes the importance of understanding individual student characteristics to effectively support language learning.
This document defines and provides examples of various types of figurative language such as similes, metaphors, idioms, onomatopoeia, hyperbole, personification and imagery. It explains that figurative language means more than the literal meaning and is used to describe things in an interesting way. Examples and teaching resources are provided for each type of figurative language to help readers and students better understand and identify them.
This document provides prompts to help spell unknown words in 3 sentences or less:
Suggest asking the student to say the word slowly while listening to the sounds of the letters, clap the syllables, and think about similar-sounding or looking words that could provide clues. It also recommends breaking the word into parts, thinking about word patterns and meanings, using memory tricks or known word parts, and checking resources like word walls, dictionaries, and spell checkers.
Language Comparison (Korean, Japanese and English)MIN KYUNG LEE
This document summarizes and compares features of Korean, Japanese, and English languages. It discusses phonological and morphological differences such as consonant and vowel phonemes. Korean and Japanese are topic-prominent languages that rely on word endings, while English is subject-prominent and relies on word order. The writing systems are also compared, with Korean having a unique alphabet created for phonetic representation. Implications for teaching a second language are that differences can pose pronunciation challenges, but understanding morphological features can help literacy instruction by relating words across languages.
This document provides an overview of Spanish verb tenses and grammar structures. It begins by discussing the importance of mastering Spanish verb tenses and conjugations when learning the language. It then covers formal vs informal address, pronouns, the three main verb moods (indicative, subjunctive, imperative), non-finite verb forms like the infinitive and gerund, and lists all 24 Spanish verb tenses recognized by the Royal Spanish Academy. Examples are provided throughout to illustrate the various structures.
The infinitive is the base form of a verb often followed by "to", which is not a preposition in this case but rather the sign of the infinitive. An infinitive can be used as a noun, adjective, or adverb. Examples include "to dance" functioning as a noun, "to drink" as an adjective, and "to help" as an adverb. Infinitive verbs can be used in several possible ways.
This document summarizes some key aspects of the Finnish language:
- Finnish has 8 vowels - a, e, i, o, u, ä, ö, y - which can be short or long. It also has diphthongs like ai and ei.
- Common Finnish words are typically 2 syllables with the CVC(C)V structure. Compound words are also common, like "koulupäivä".
- Finnish has 15 cases that change words based on their role in a sentence, like the nominative, genitive, partitive cases, etc.
- The language is challenging compared to Indo-European languages due to its suffix-based structure, many
This document provides a language and grammar guide for mainstream high school teachers to help English language learner (ELL) students. It defines and provides examples of key English language concepts such as lexicon, syntax, functions, sentence structure, clauses, punctuation, verbs, nouns, adjectives, prepositions, and discourse. The guide notes common challenges ELL students face with these concepts, such as irregular verbs, plural nouns, subject-verb agreement, word order differences between English and their native language, and unfamiliar discourse markers. The overall purpose is to help teachers understand and address language barriers facing ELL students.
The document discusses the Portfolio Language Passport created by the European Council. The Passport aims to improve language skills and learning ability. It contains a language biography and dossier. The most important part is the language passport, where owners regularly update their competencies in different languages as defined in Europe. The passport can complement certificates. It also outlines the writing, speaking, listening, and reading skills expected at B2 level, such as supporting arguments, giving opinions, and understanding TV and lectures.
This document provides additional information about Spanish verbs:
- The subject or pronoun is often omitted from Spanish sentences since conjugated verbs already indicate who or what is being referred to.
- There are two pronouns for "you" in Spanish - "tú" is informal and "usted" is formal. Verbs are conjugated slightly differently depending on the pronoun used.
- Question words like "do" are not used in Spanish questions - the main verb is used instead at the beginning of the question phrase. An inverted question mark is also used to indicate a question in writing.
On Similarities Between Japanese and Other LanguagesGraspingfish
Are the long-noted similarities between Japanese and other languages mere coincidences and created by chance? This presentation suggests a different view of these language resemblances based on global genetic history of homo sapiens and brain dynamics.
This document provides definitions and examples for vocabulary words including adjective, subject, connective, article, accent, dictionary, participle, translation, cognate, and vocabulary. For each word, it gives the definition and an example sentence. It asks if the reader understands the week's words and can use them in lessons. It also questions if the reader achieves 10 out of 10 each week and how they could help peers who do not, and if their form calculates a weekly average.
This document summarizes some key differences between English and Spanish grammar. It notes that Spanish nouns have gender, adjectives follow nouns, negation is simpler using prefixes like "no-" rather than multiple negatives, possessive nouns don't exist, subjects are often omitted, the verb "to have" expresses feelings, there are fewer prepositions, the word "it" is commonly omitted, capitalization and punctuation differs slightly, and spelling is much easier as letters correspond to single consistent sounds. The document provides examples for each difference discussed.
This document provides information about English orthography and compares it to other writing systems. It discusses the history and development of the English spelling system from Old English to modern times. Key points include that English orthography is irregular due to influences from other languages and lacks consistent letter-sound correspondence. The summary also notes that moving to English spelling poses different challenges depending on a student's first language writing system, such as alphabetic vs. syllabic scripts. Teachers can use knowledge of students' native orthographies to scaffold literacy instruction.
Teaching Arabic Speakers: Linguistic and Cultural Considerations, Shira Packerspacke
Teaching English to Arabic Speakers: Cultural and Linguistic Considerations
In the past few years, more Arabic speakers have come to Canada to learn English than ever before. The workshop aims to present cultural and linguistic information that is useful to English teachers of native Arabic-speaking learners. Participants will learn how to anticipate challenges with regards to teaching grammar, pronunciation, literacy, and critical thinking skills to native Arabic speakers.
This document discusses the influence of a learner's native language, Arabic, on acquiring English grammar. It outlines six major differences between Arabic and English grammar: word order, article use, verb agreement, the verb "be", object repetition, and question formation. These differences lead Arabic learners of English to commonly make errors like placing verbs before subjects, overusing definite articles, and omitting forms of "be". Understanding patterns in learner errors can help teachers adopt effective teaching strategies to improve language acquisition.
This document compares and contrasts the key features of the English and Spanish languages. It discusses how Spanish uses the Latin alphabet and has consonant and vowel sounds that coincide with spelling. Spanish is considered an inflectional language where words change form to indicate relation to other words. Both English and Spanish have aspects of inflectional, isolating, and agglutinative features. The document also explores differences in phonemes between the languages and how punctuation is used. It provides examples of how the differences between the first language and new language can cause errors for English language learners and implications for instruction.
The document discusses the differences between the Spanish verbs "ser" and "estar". Ser is used to describe permanent characteristics of a person or thing, such as nationality. Estar is used to describe temporary characteristics or states of being, such as being lost. Examples are provided to illustrate when to use ser versus estar, such as "Yo soy Americano" versus "Yo estoy americano", and "Estoy perdido" versus "Soy perdido". The document advises learning basic phrases using these verbs to be helpful in real situations.
Difficulties for Spanish Speakers Learning English kristenzadick
This document highlights common grammatical difficulties for Spanish speakers learning English, including differences in pronouns, adjectives, plurals, articles, and subject dropping. Native language influences, such as Spanish rules for possessive pronouns and adjectives, can cause learners to make errors like using possessive pronouns that agree with objects or placing adjectives after nouns. Teachers must be aware of potential transfer errors to effectively address them.
There are differences in how language is used in speaking versus writing. Verb tenses, forms, and voices are used differently, with present and simple verb forms predominating in speech. Speech uses short utterances rather than complete sentences and does not use punctuation or layout. It allows for corrections and relies on tone, volume, and pacing to provide context. Writing is usually permanent and can communicate across distances, while speech is transient unless recorded and used for immediate interactions.
This document analyzes the English language skills of a 4-year-old Spanish-speaking student. It notes the types of errors observed, including verb omission and subject-verb agreement. It also discusses the student's Uruguayan dialect and compares English and Spanish grammar and phonology. The conclusion emphasizes the importance of understanding individual student characteristics to effectively support language learning.
This document defines and provides examples of various types of figurative language such as similes, metaphors, idioms, onomatopoeia, hyperbole, personification and imagery. It explains that figurative language means more than the literal meaning and is used to describe things in an interesting way. Examples and teaching resources are provided for each type of figurative language to help readers and students better understand and identify them.
This document provides prompts to help spell unknown words in 3 sentences or less:
Suggest asking the student to say the word slowly while listening to the sounds of the letters, clap the syllables, and think about similar-sounding or looking words that could provide clues. It also recommends breaking the word into parts, thinking about word patterns and meanings, using memory tricks or known word parts, and checking resources like word walls, dictionaries, and spell checkers.
Language Comparison (Korean, Japanese and English)MIN KYUNG LEE
This document summarizes and compares features of Korean, Japanese, and English languages. It discusses phonological and morphological differences such as consonant and vowel phonemes. Korean and Japanese are topic-prominent languages that rely on word endings, while English is subject-prominent and relies on word order. The writing systems are also compared, with Korean having a unique alphabet created for phonetic representation. Implications for teaching a second language are that differences can pose pronunciation challenges, but understanding morphological features can help literacy instruction by relating words across languages.
This document provides an overview of Spanish verb tenses and grammar structures. It begins by discussing the importance of mastering Spanish verb tenses and conjugations when learning the language. It then covers formal vs informal address, pronouns, the three main verb moods (indicative, subjunctive, imperative), non-finite verb forms like the infinitive and gerund, and lists all 24 Spanish verb tenses recognized by the Royal Spanish Academy. Examples are provided throughout to illustrate the various structures.
The infinitive is the base form of a verb often followed by "to", which is not a preposition in this case but rather the sign of the infinitive. An infinitive can be used as a noun, adjective, or adverb. Examples include "to dance" functioning as a noun, "to drink" as an adjective, and "to help" as an adverb. Infinitive verbs can be used in several possible ways.
This document summarizes some key aspects of the Finnish language:
- Finnish has 8 vowels - a, e, i, o, u, ä, ö, y - which can be short or long. It also has diphthongs like ai and ei.
- Common Finnish words are typically 2 syllables with the CVC(C)V structure. Compound words are also common, like "koulupäivä".
- Finnish has 15 cases that change words based on their role in a sentence, like the nominative, genitive, partitive cases, etc.
- The language is challenging compared to Indo-European languages due to its suffix-based structure, many
This document provides a language and grammar guide for mainstream high school teachers to help English language learner (ELL) students. It defines and provides examples of key English language concepts such as lexicon, syntax, functions, sentence structure, clauses, punctuation, verbs, nouns, adjectives, prepositions, and discourse. The guide notes common challenges ELL students face with these concepts, such as irregular verbs, plural nouns, subject-verb agreement, word order differences between English and their native language, and unfamiliar discourse markers. The overall purpose is to help teachers understand and address language barriers facing ELL students.
The document discusses the Portfolio Language Passport created by the European Council. The Passport aims to improve language skills and learning ability. It contains a language biography and dossier. The most important part is the language passport, where owners regularly update their competencies in different languages as defined in Europe. The passport can complement certificates. It also outlines the writing, speaking, listening, and reading skills expected at B2 level, such as supporting arguments, giving opinions, and understanding TV and lectures.
This document provides additional information about Spanish verbs:
- The subject or pronoun is often omitted from Spanish sentences since conjugated verbs already indicate who or what is being referred to.
- There are two pronouns for "you" in Spanish - "tú" is informal and "usted" is formal. Verbs are conjugated slightly differently depending on the pronoun used.
- Question words like "do" are not used in Spanish questions - the main verb is used instead at the beginning of the question phrase. An inverted question mark is also used to indicate a question in writing.
On Similarities Between Japanese and Other LanguagesGraspingfish
Are the long-noted similarities between Japanese and other languages mere coincidences and created by chance? This presentation suggests a different view of these language resemblances based on global genetic history of homo sapiens and brain dynamics.