Experience of Learning English

Assalamu'alaikum Warrahmatullahi Wabarakatuh.

My first experience in learning English begin when i got English lesson on 4 th grade elementary school. I studied at Islamic mujahidin elementary school. My parent register me with a private teacher to make me good in English. First time i studied English my teacher suggest to introduce my self, im very nervous because its that first time i meet English lesson. My first sign in english lesson are "English is very difficult for me" over time my impression to English lesson are change. English leaguage not as bad as in my opinion. English is very funny lesson. There English language in game, western movie, western song and etc. I realized English language can you find everywhere.

I continue English study in junior high school number 17 in Pontianak city. I remember 1 st till 3 rd grade of junior high school name Mr Sunarto that s very fierce teacher. But him fiercely make me smart English, Thank s to my teacher who has taught me with difficulty. At an english school i begin to decline, and I tried to improve the way to learn English. at home I learn continuously to improve my English in schools. The way i overcome to English lesson, i expand vocabulary, if watch and listen to my song uses English then i understand the point of film and the song. That s the short story about my English learning experience.

How to Strategy Learning English

WRITING

Writing is one of the most critical English language skills. Many English learners struggle with writing error-free sentences. We have noticed some common mistakes made by learners. Here is a list of things to keep in mind while writing in English
1. Consistency in the usages of tenses
    Make sure that you do not switch tenses while conveying the same idea.
    I went to my friend's house yesterday and we play football. (Incorrect)
    I went to my friend's house yesterday and we played football. (Correct)
    I wake up every day at 6 a.m. Then I had breakfast with my parents. (Incorrect)
    I wake up every day at 6 a.m. Then I have reakfast with my parents. (Correct)

2. Subject Verb Agreement
    This is one of the most common errors made in written English. It is important to choose the correct word form which agrees with the subject of the sentence.
    He like Chinese food. (Incorrect)
    He likes Chinese food. (Correct)
    I lives in Jaipur. (Incorrect)
    I live in Jaipur. (Correct)

3. Usage of Articles

    Since many foreign languages do not require the use of articles as much as the English language, this is another common mistake in English writing made by learners.
    I saw movie yesterday. (Incorrect)
    I saw a movie yesterday. (Correct)
    He liked book written by my father. (Incorrect)
    He liked the book written by my father. (Correct)

4. Capitalisation
    The first word of a sentence and proper nouns usually start with capital letters.
    he needs to see a Doctor. (Incorrect)
    He needs to see a doctor. (Incorrect)
    Will you meet amit tomorrow? (Incorrect)
    Will you meet Amit tomorrow? (Correct)

5. Spellings
    There are some words in English which have confusing spellings. It is important to use spell-check to avoid unnecessary mistakes.
    The principle of the school asked the students to keep quiet. (Incorrect)
    The principal of the school asked the students to keep quiet. (Correct)
    The bus was stationery for a long time. (Incorrect)
    The bus was stationary for a long time. (Correct)

6. Placement of Adverbs
    Some English learners find it confusing to place adverbs correctly within a sentence.
    I go to the library on Thursday usually. (Incorrect)
    I usually go to the library on Thursday. (Correct)
    My son everyday goes to school. (Incorrect)
    My son goes to school every day. (Correct)

7. Prepositions after Adjectives
    There are no rules to ascertain which preposition will follow a particular adjective. Therefore, the incorrect use of prepositions is a common thread in the writings of English learners.
    I am allergic of roses. (Incorrect)
    I am allergic to roses. (Correct)
    He is accused for theft. (Incorrect)
    He is accused of theft. (Correct)

8. Usage of 'I' and 'me'
    'I' and 'me' are both personal pronouns and are often used incorrectly.
    My friends and me went to Paris. (Incorrect)
    My friends and I went to Paris. (Correct)
    She came from Rome to meet I. (Incorrect)
    She came from Rome to meet me. (Correct)

9. Comparison of Adjectives
    There are two rules that need to be taken care of while making the comparative and superlative form of adjectives.
    He is more tallthan me. (Incorrect)
    He is taller than me. (Correct)
    She is the beautifullestgirl in the class. (Incorrect)
    She is the most beautiful girl in the class. (Correct)

10. Showing Possession
    In English, possession can be shown by using possessive nouns and pronouns.
    I went to my parents's house. (Incorrect)
    I went to my parents' house. (Correct)
    This book is her. (Incorrect)
    This book is hers. (Correct)

www.englishleap.com

conclusion:
writing is one of the techniques of learning in English. write in English often ignored, both in terms of language and vocabulary. 

 There are things to keep in mind when writing:

1. Consistency in the usages of tenses 
2. Subject Verb Agreement 
3. Usage of Articles
4. Capitalisation 
5. Spellings 
6. Placement of Adverbs 
7. Prepositions after Adjectives     
8. Usage of 'I' and 'me' 
9. Comparison of Adjectives   
10. Showing Possession 

READING

According to Janette M Hughes, Reading is an interactive, problem-solving process of making meaning from texts.” Reading is a complex interaction between the text, the reader and the purposes for reading, which are shaped by the reader’s prior knowledge and experiences, the reader’s knowledge about reading and writing language and the reader’s language community which is culturally and socially situated.
He reading process involves 5 stages:
•    Prereading
•    Reading
•    Responding
•    Exploring
•    Applying

Reading Strategies
•    Activating prior knowledge
•     Predicting
•    Visualizing
•    Questioning
•    Drawing inferences
•    Finding important/main ideas
•    Summarizing
•    Synthesizing
•    Monitoring comprehension
•    Evaluating

conclusion:  

Reading is an interconnected interaction with the text.

There are 5 stages in the process of reading:
1. Prereading (which includes a goal to read and predict the way the story is read)
2. Reading
3. Respond
4. Exploring
5. Apply

Strategies in reading:
• Predict the storyline
• Visualization
• Asking
• conclusions
• Finding the main idea
• Pendalami understanding
• Evaluate 
http://faculty.uoit.ca/hughes/Reading/ReadingProcess.html

LISTENING

By Jack C.Richards in his journal, he said that there are two different specifications, namely:
1. listening as comprehension
2. listening as acquisition

Listening as Comprehension
Listening as comprehension is the traditional way of thinking about the nature of listening. Indeed, in most methodology manuals listening and listening comprehension are synonymous. This view of listening is based on the assumption that the main function of listening in second language learning is to facilitate understanding of spoken discourse. We will examine this view of listening in some detail before considering a complementary view of listening – listening as acquisition. This latter view of listening considers how listening can provide input that triggers the further development of second-language proficiency.

Listening as Acquisition
Our discussion so far has dealt with one perspective on listening, namely, listening as comprehension. Everything we have discussed has been based on the assumption that the role of listening in a language program is to help develop learners’ abilities to understand things they listen to.This approach to teaching of listening is based on the following assumptions:
•    Listening serves the goal of extracting meaning from messages.
•    To do this, learners have to be taught how to use both bottom-up and top-down processes to
      understand messages.
•    The language of utterances – the precise words, syntax, and expressions – used by speakers are
     temporary carriers of meaning. Once meaning is identified, there is no further need to attend to the
     form of messages unless problems in understanding occurred.
•    Teaching listening strategies can help make learners more effective listeners.

Listening Strategies
Successful listening can also be looked at in terms of the strategies the listener uses when listening. Does the learner focus mainly on the content of a text, or does he or she also consider how to listen? A focus on how to listen raises the issues of listening strategies. Strategies can be thought of as the ways in which a learner approaches and manages a task, and listeners can be taught effective ways of approaching and managing their listening.These activities seek to involve listeners actively in the process of listening. Buck (2001:104) identifies two kinds of strategies in listening:
1.  Cognitive strategies: Mental activities related to comprehending and storing input in working
      memory or long-term memory for later retrieval
•    Comprehension processes: Associated with the processing of linguistic and nonlinguistic input
•    Storing and memory processes: Associated with the storing of linguistic and nonlinguistic input in working memory or long-term memory
•    Using and retrieval processes: Associated with accessing memory, to be readied for output
2.   Metacognitive strategies: Those conscious or unconscious mental activities that perform an
      executive function in the management of cognitive strategies
•    Assessing the situation: Taking stock of conditions surrounding a language task by assessing one’s own knowledge, one’s available internal and external resources, and the constraints of the situation before engaging in a task
•    Monitoring: Determining the effectiveness of one’s own or another’s performance while engaged in a task
•    Self-evaluating: Determining the effectiveness of one’s own or another’s performance after engaging in the activity
•    Self-testing: Testing oneself to determine the effectiveness of one’s own language use or the lack thereof
http://www.professorjackrichards.com/wp-content/uploads/teaching-listening-and-speaking-from-theory-to-practice.pdf

conclusion
by Jack C.Richards in his journal, there are 2 views
of listening, namely:
1.listening as comprehension
that is the simplest way of thinking about listening.
2.listening as acquisition  
There are several assumptions in lsitening as acquisition:
   -the purpose of listening is to understand the message that is heard
  - Learn the exact words that convey the speaker so it will pop up a message.
  -strategy in listening may help to lebeih effective listener.  

There are two strategies that have been suggested buck, namely:
1.strategi cognitive process consists of understanding, storing and memory processes,
and the use and retrieval processes)
2.startegi metacognitive (consisting of assessing the situation, monitoring,
evacuation, and testing).

 

SPEAKING

according to Marriam Bashir ,Muhammad Azeem  dan Dr. Ashiq Hussain Dogar  in his journal,Speaking is productive skill in the oral mode. It is like the other skills, is more complicated than it seems at first and involves more than just pronouncing words.
Listening Situations
There are three kinds of speaking situations in which we find ourselves:
1. Interactive
2. Partially Interactive
3. Non-Interactive
Interactive speaking situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood.
Some few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast.
Teaching Speaking
Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of knowledge: 
• Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
• Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
• Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom. in what circumstances, about what, and for what reason. In the communicative model of language teaching, instructors help their students develop
this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation. http://www.bjournal.co.uk/paper/bjass_2_1/bjass_02_01_04.pdf

conclusion:
 of some expert opinions about speaking, I concluded speaking is a skill in oral form in speaking of this, we are trained to learn how to oral pronunciation is good and right and put the words appropriate.
there are some situations speak, namely:
1. interactive (eg, such as talking directly or face to face where the speaker can take turns listening and speaking.)
2. Partially Interactive (eg, such as speech)
3. non-interactive (eg, such as broadcast news on radio)
in speaking, there are several areas, namely:
1. Mechanics (in view of the pronunciation, grammar, and vocabulary)
2. Functions (in view of the transaction and interaction)
3. Social and cultural rules and norms(in view of speed talk and how long timescales speaker)
overall conclusions: Reading, speaking, writing, and listening are several techniques to study the English language in general, which are often used in everyday life. This technique has the basics in practice. Ranging from vocabulary to comprehension. So before we learn the English language is useful to know the basics of the application so that it can help us in practice.

 

How to Learn English Easily and Faster

O> How to Learn English Easily and Faster <O

Stative Verb

stative verb is one that describes a state of being, in contrast to a dynamic verb which describes an action. The difference can be categorized by saying that stative verbs are static or unchanging throughout their entire duration, whereas dynamic verbs describe a process that changes over time. Many languages distinguish between these two types in terms of how they can be used grammatically.

Difference from dynamic

The same verb may act as stative or dynamic. An English phrase like "he plays the piano" may be either stative or dynamic, according to context.

Some languages use the same verbs for dynamic and stative situations, while other use different (but often etymologically related) verbs with some kind of qualifiers to distinguish between the usages. A stative verb is often intransitive, while a corresponding one would be transitive. Compare, for example, modern English with modern Swedish and German.

Swedish		English		German
dynamic	stative	dynamic	stative	dynamic	stative
lägga	ligga	lay (someone/something down)	lie	legen	liegen
sätta	sitta	set (someone/something)	sit	(sich) setzen	sitzen
ställa	stå	stand (someone/something in an upright position)	stand	stellen	stehen
bränna	brinna	burn (someone/something)	burn (i.e. be on fire)	verbrennen	brennen

Some languages even make distinction when dealing with stative and dynamic verbs in sentences. In German, for instance, several prepositions (Wechselpräpositionen - "changing prepositions") take different noun cases when accompany stative and dynamic verbs. For stative verbs, dative case is taken, whereas the accusative case is taken by the preposition when describing a dynamic verb. For example:

• Ich lege den Stift auf den Tisch. (I lay the pen on(to) the table.) - Den here is masculine definite article in accusative case. [lege - infinitive: legen]

BUT

• Der Stift liegt auf dem Tisch. (The pen lies on the table.) - Dem here is masculine definite article in dative case. [liegt - infinitive: liegen]

The same scheme also applies in stative and dynamic verbs in general, i.e. when the verb is stative (albeit the dynamic counterpart is non-existent), the preposition will always take dative, and vice versa.

• Ich bin in der Schule. (I am at school. - literally I am in the school.) - Der here is feminine definite article in dative case, since the verb bin (infinitive: sein - to be) is a stative verb.
• Ich gehe in die Schule. (I go to school. - literally I go in the school.) - Die here is feminine definite article in accusative case, since the verb gehe (infinitive: gehen - to go) is a dynamic verb.

BUT

Ich gehe zur Schule. [zur = zu + der] (I go to school. - literally I go to the school.) - Der here is feminine definite article in dative case. Note that zu is not a Wechselpräposition and always takes dative case.

• Wo bist du? - Im Kino. [im = in + dem] (Where are you? - In the cinema.) - Dem here is neuter definite article in dative case. [bist - infinitive: sein]
• Wohin gehst du? - Ins Kino. [ins = in + das] (Where are you going? - To the cinema.) - Das here is neuter definite article in accusative case. [gehst - infinitive: gehen]

Additionally, in English and many other languages, stative and dynamic verbs differ in whether or not they can use the progressive aspect. Dynamic verbs such as "go" can be used in the progressive (I am going to school) whereas stative verbs such as "know" cannot (*I am knowing the answer). In other languages statives can be used in the progressive as well: in Korean, for example, the sentence 미나가 인호를 사랑하고있다 (Mina is loving Inho) is perfectly valid.

In some languages stative and dynamic verbs will use entirely different morphological markers on the verbs themselves. For example, in the Mantauran dialect of Rukai, an indigenous language of Taiwan, the two types of verbs take different prefixes in their finite forms, with dynamic verbs taking o- and stative verbs taking ma-. Thus, the dynamic verb "jump" is o-coroko in the active voice, while the stative verb "love" is ma-ðalamə. This sort of marking is characteristic of other Formosan languages as well.

Difference from inchoative

In English, a verb that expresses a state can also express the entrance into a state. This is called inchoative aspect. The simple past is sometimes inchoative. For example, the present-tense verb in the sentence "He understands his friend" is stative, while the past-tense verb in the sentence "Suddenly he understood what she said" is inchoative, because it means "He began to understand". On the other hand, the past-tense verb in "At one time, he understood her" is stative.

Likewise, in Ancient Greek, a verb whose imperfect expresses a state (e.g., ebasíleuon "I was king") may use the aorist to express entrance into the state (e.g., ebasíleusa "I became king"). But the aorist can also simply express the state as a whole, with no focus on the beginning of the state (eíkosi étē ebasíleusa "I ruled for twenty years").

Formal definitions

In some theories of formal semantics, including David Dowty's, stative verbs have a logical form that is the lambda expression

Apart from Dowty, Z. Vendler and C. S. Smith have also written influential work on aspectual classification of verbs.

English

Dowty's analysis

Dowty gives some tests to decide whether an English verb is stative. They are as follows:

1. Statives do not occur in the progressive:
   • John is running. (non-stative)
   • *John is knowing the answer.
2. They cannot be complements of "force":
   • I forced John to run.
   • *I forced John to know the answer.
3. They do not occur as imperatives, except when used in an inchoative manner.
   • Run!
   • *Know the answer!
   • Know thyself! (inchoative, not stative; archaic)
4. They cannot appear in the pseudo-cleft construction:
   • What John did was run.
   • *What John did was know the answer 

Categories

Stative verbs are often divided into sub-categories, based on their semantics or syntax.

Semantic divisions mainly involve verbs that express someone's state of mind, or something's properties (of course, things can also be expressed via other language mechanisms as well, particularly adjectives). The precise categories vary by linguist. Huddleston and Pullum, for example, divide stative verbs into the following semantic categories: verbs of perception and sensation (see, hear), verbs of hurting (ache, itch), stance verbs (stand, sit), and verbs of cognition, emotion, and sensation (believe, regret). Novakov, meanwhile, uses the slightly different categories: verbs denoting sensations (feel, hear), verbs denoting reasoning and mental attitude (believe, understand), verbs denoting positions/stance (lie, surround), and verbs denoting relations (resemble, contain).

Syntactic divisions involve the types of clause structures a verb may be used in ("*" indicates ungrammatical sentences):

John believes that Fido is a dog.
*John believes on Fido barking.
John believes Fido to bark.

*Joan depends that Fido is a dog.
Joan depends on Fido barking.
*Joan depends Fido to bark.

Jim loathes that Fido is a dog.
*Jim loathes on Fido barking.
*Jim loathes Fido to bark.

Sumber ( Wikipedia, YouTube )