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German – Wenn Schweine fliegen können! is identical with the English saying "when pigs fly", although the older proverb Wenn Schweine Flügel hätten, wäre alles möglich ("if pigs had wings, everything would be possible") is in more common use, often modified on the second part to something impossible, like "if pigs had wings, even your ...
The two areas which most nearly approach total untranslatability are poetry and puns; poetry is difficult to translate because of its reliance on the sounds (for example, rhymes) and rhythms of the source language; puns, and other similar semantic wordplay, because of how tightly they are tied to the original language.
Language learning requirements To learn language, students have four needs: They must be exposed to the language. They must understand its meaning and structure. And they must practice it. Teachers should hold their students as able. They should not over-explain or make things too easy. Learning comes through discovery. Language skills
In the Foreign Service Institute’s language classification system, the most difficult languages are at Category 5. These take 88 weeks or 2,200 hours of classroom time to reach proficiency.
People who learn multiple languages may also experience positive transfer – the process by which it becomes easier to learn additional languages if the grammar or vocabulary of the new language is similar to those of the languages already spoken. On the other hand, students may also experience negative transfer – interference from languages ...
The study of grammar is helpful for second-language learners, and a lack of grammar knowledge can slow down the language-learning process. On the other hand, relying on grammar instruction as the primary means of learning the language is also detrimental. A balance between these two extremes is necessary for optimal language learning. [11]
Incorporating the idea, "younger equals better" by Penfield, David Singleton (1995) states that in learning a second language there are many exceptions, noting that five percent of adult bilinguals master a second language even though they begin learning it when they are well into adulthood—long after any critical period has presumably come ...
Furthermore, Gary Marcus argues that implicit direct negative evidence in the input is insufficient for children to learn the correct grammar of their language. [9] He asserts that negative evidence does not explain why sentences are ungrammatical, thus making it difficult for children to learn why these sentences should be excluded from their ...
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