Teaching "Used to" to ESL Students

by: Keith Taylor

Here's a way to introduce the structure "used to" to your ESL students.

1 Find or draw on the board a picture of someone who looks like they could have just won some money. A photo from a magazine of someone driving an expensive car, or sitting in a luxurious room, for example, would work well. Give the person a name, and set the scene for your students of someone who has just won the lottery, or elicit it from them ("Why is Jane driving an expensive car?"; "How did she afford her expensive clothes?" etc.)

2 Ask students about Jane's life after winning the lottery. Depending on the imagination of your students, you might have to prompt them a little ("Where does she live?"; "Does she have a job?"; "Is she happy?"; "Where does she go on holiday?" etc.) Then ask students to describe how Jane's life was different before winning the lottery ("Where did she live?"; "Was she happy?"; "What was her job?") After you have built up some facts about Jane's life before and after her lottery win, put your picture to one side and tell them to remember Jane because you will be returning to her later in the class.

3 Next, as a group, brainstorm important inventions in history. Take one suggestion (it doesn't matter which one, as this is just an example to model the exercise which will follow). Elicit what life was like before this invention, and how life changed with the invention. For example: "The internet. Before the internet, most people wrote letters, but now most people send emails."

4 Now put students into pairs and have them think of three more important inventions, what life was like before the invention and how life has changed with it. When they have done this, have each pair share one of their ideas with the class, but this time introduce "used to" by rephrasing their ideas as they give feedback. For example:

Student: "The aeroplane. Before the aeroplane, people travelled long distances by ship. Now they fly."

Teacher: "Good! So, people used to travel long distances by ship, but now they fly."

5 After the first round of feedback, students will be starting to catch on, so now do a second round, asking students to use the new structure with their second invention. They will probably still need some prompting, but by the third round of feedback, using their third invention, they should be producing "used to" without too much help.

6 Use one or two of the students' ideas to highlight the written form of the structure on the board. Don't forget the question and negative forms!

7 Now it's time to go back to your picture of Jane. Ask the students if they remember Jane and why she is driving her expensive car. Then ask them once again to tell you about her life before and after winning the lottery, this time using "used to". ("She used to live in a small flat, but now she has a mansion"; "She used to work, but now she doesn't"). Be sure to give students plenty of practice with the question and negative forms as well. You could have one student ask another a question about Jane's old life, and ask some questions yourself that require a negative response.

8 For further controlled communicative practice of "used to", you could devise a questionnaire about students' childhood for students to use in pairs. This could contain some prompts, such as "go to school"; "live". One student in each pair must then form a question ("Where did you use to live?") and the other must answer ("I used to live in Paris").

And there you have it, an easy way to introduce "used to" to your ESL students.

About The Author
Keith Taylor is the founder of http://www.eslbase.com/ providing resources, information and advice for TEFL teachers, as well as a directory of TEFL courses and current TEFL jobs worldwide. He also maintains the eslbase language exchange, http://www.eslbase.com/language-exchange/, an easy way to practise English or any language online.

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Teaching ESL to Children

by: George Stocker

Teaching ESL to children is challenging but also very rewarding. Before I walk into a class of 10-year olds, I take a deep breath. Children have no attention span AT ALL, and so I tell myself to slow right down before I start. Teaching children requires patience and a sense of fun and playfulness. Even though it seems obvious, a common mistake is to think that children are simply 'short adults!' This is sure to get you off on the wrong foot!

Here are some tips for teaching ESL to children:

1. Involve Children in an hands-on Activities. Children's minds are incredibly open and they learn by absorbing ideas and concepts directly. Children need to be actively involved. Get students up and out of their chairs and moving around. Sing songs, and play games.

2. Avoid talking for long periods of time. I find that the energy level of the classroom drops lower and lower. Explain an activity quickly and then go to it. Keep the energy moving! If your planned activity is a flop, move on. Keep a few extra activities handy for this purpose. Children need lots of stimulation all the time.

3. Children learn by interacting with each other and with the teacher. Try to talk to each child individually each class. Whenever possible, have children working in groups and in pairs.

4. Review, Review, Review. New information is absorbed and has meaning when it is related to information students have already learned. Quickly review new concepts at the beginning of each class.

5. Encourage students to correct themselves and other students. Self correction or self-regulation is an important part of learning. Students should be encouraged to ask, "How am I doing?" and "Am I doing this right?" in an open and non-judgmental environment. Children raised in authoritative cultures may need additional re-inforcement.

6. Use what is learned in different contexts. The more contexts used the better, and the more concrete and 'real life' the contexts the better. Make it real for students by talking about them and their lives.

7. Praise, Praise, Praise. Encourage and build students up in a natural way. Learning occurs when students are motivated and feel good about themselves.

Looking back on my years of teaching, the children's classes took a bit of getting used to, but were the most memorable and fun!

About The Author
George and Daisy Stocker have traveled the world teaching ESL to children and adults. Their website, ESL for Children offers ESL curriculum, including textbooks and Storybooks for children age 7 - 12. Their adult ESL site, ESL offers ESL activites and curriculum for adults.
efl-esl.com
brian@efl-esl.com

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ESL Role Play

by: George Stocker

Learning a language is a complex and long process as anyone who has tried will agree. One of the most difficult and frustrating things is making the transition from the classroom to the 'real' world. In the classroom, everyone knows you are a student and mistakes are allowed, and the environment is contained and safe. Speaking another language outside the classroom is completely different and often students are lost at sea as soon as they step outside the door. Lists of memorized vocabulary are suddenly useless when ordering in a restaurant.

Role-plays, or simulations are one of the ways ESL instructors can ease students' transition into using English in real world situations. A simulation is where students act out a real-life situation, for example checking into at a hotel, but do not act out a different personality. Role-plays are where students take on different personalities. In a role-play, for example, one student may be asked to take on the role of "an angry neighbor" which is out of character for the student. Role-plays require more imagination by students and teacher and can be difficult to manage because they are unpredictable. The initial scenario develops from the students intenerating with each other and can literally go in any direction. This gives students practice in a non-threatening environment, and gives the motivation and involvement where they have to think in English. Role-plays are interesting, memorable and engaging, and students retain the material they have learned. In their assumed role, students drop their shyness and other personality and cultural inhibitions, making them one of the best tools available for teaching a second language.

Here are a few pointers and suggestions to assist ESL teachers using and managing role-plays:

- The more engaging the better. The value of role-plays come from students immersing themselves in the material.

- Choose a 'hot' topic and stage a debate. Assign students positions on the topic (for/against). This will get students out of their personality and into the role where they do not have the same inhibitions.

- Preparation is very important to success. Give students 'personality cards' which sketch out their personal characteristics or scenario. Divide students into groups and give them time to sketch out various scenarios, and go over extra or special vocabulary ask them to discuss how they will act, think about the character and plan what they will say. For example, what are possible responses/replies for the angry neighbor?

- The teacher, as facilitator of the role-play must support students in their role, i.e. they 'are' in the backyard arguing over the fence. Don't do anything to interrupt the pretend environment. Leave grammar correction to the end. Correcting students in the middle of an argument interrupts the pretend environment. Make notes and do a debriefing after.

- Exaggeration is good! Encourage students to exaggerate their actions, opinions and movements. Exaggeration helps students immerse themselves in the role.

- Stage a rehearsal first. Have students practice their role in small groups with coaching from the other students.

- While the role-play or debate is in progress, have other students suggest vocabulary first, and act as backup if they do not know.

Role-plays are unpredictable which makes them both a valuable learning tool and at the same time difficult to manage. Sketch out the various routes the role-play can take from the initial scenario. This will give you some idea what to expect and avoid any surprises.

Suggested topics for role-plays:

Lovers problems (He has to move away to get a new and better job)

Spending money (Government, United Nations etc. spending money, who gets what)
Traveling (where would you go? what would you do?)

Debates on current affairs/politics. Extreme opinions or opinions at the opposite ends of the spectrum work well (i.e. left wing/right wing etc.)

Role-plays can range from 30 minutes or one hour to a year-long corporate simulation for business English. Staging role-plays can be challenging for an instructor, but is also great fun. After you have done a few, you will know what to expect and feel more confident. My experience is students love them retain what they learn, and often leave the classroom laughing and still arguing all the way out of the building!

About The Author
George and Daisy Stocker have travelled the world teaching ESL to children and adults. Their website, http://www.efl-esl.com/ offers ESL curriculum, activities, an online forum for ESL teachers and students, free newsletter for ESL teachers and more!

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English Pronunciation For The ESL Learner

by: Lynn Bo

What is an accent? An accent is the carryover of sounds from the speaker’s original language to the second language. When we are infants we literally have the ability to speak any language in the world. We are all born with the necessary speech mechanisms and the capability to learn any language. We end up speaking the language that we do solely by reinforcement. The sounds a baby hears and the speech patterns he is exposed to are the ones that she develops. Soon the baby gains the fine motor skill and control she needs to create sounds herself. The infant will begin by babbling and playing with sounds. Soon she is able to produce simple vowel/consonant combinations which maybe why mama and dada are often their first words, they can make the combination and the big reaction it elicits reinforces their efforts. By 18 months she will be able to produce about 20 words that have meaning and understand around 50 words. Now babies of course have the ultimate immersion experience. In order to obtain any control over their environment they must learn the language and they are surrounded by the language almost 24 hours a day.

Of course the second language learner does not have these advantages. Even if you are now living in an English speaking country, and attending classes to learn English you will still have opportunity to speak and hear your first language with friends and family, this is especially true in America a county of immigrants where finding a community of people with the same language background is possible.

Another challenge is the expectation factor. For many years you have heard a speech pattern and there is an expectation of what you will hear when others speak. You are predicting what sounds will come next based on your subconscious knowledge of language. I call this listening with an accent. It is necessary to break through this barrier, to really hear how others are speaking, to actively listen.

To listen is to learn, and I don’t mean that in an existential way. I really mean that if you can’t hear the way the sounds are produced you cannot learn how to produce the sound. Maybe that is why ETS added speaking and listening sections to the TOEFL. The two skills are so closely linked.

Once you can hear the sounds you must add them to your own phonetic library. This means that you have in your mind the knowledge and understanding of how to produce every sound or phoneme in you original language. Now you must add on some sounds that are in the American sound system that is not in your original language sounds system. Record your self reading a brief paragraph. Only 2-3 sentences in English. Then listen to the recording. Write down exactly what you hear on the recording. Not what you meant to say but what you really did say. How is it different from what was written? Did you say th, when it was written or did you say d? I would suggest sticking with the consonants at first because the differences are easier to pinpoint.

If you would like to get help in improving your pronunciation it would be best to go to a speech therapist rather than an ESL teacher. Speech therapists are trained in physiology of the speech mechanisms and musculature. They understand what is involved in producing each sound and are trained to identify and work with articulation problems. Though an accent is not the same as an articulation problem they have similar characteristics. When a client has difficulty articulating specific sounds the speech therapist can hear and see what they are doing differently and describe and show how to do it correctly. When a client has an accent the speech therapist can see what the person is doing differently and show and describe how to make the sound so it more closely approximates the standard.

The most important advice I can give you is to keep practicing. At first it may feel like you are exaggerating when you “speak with an American accent” but I am sure that the native American speakers around you will not even notice. They will merely be impressed with your great diction!

About The Author
Lynn Bo is a speech therapist and an expert in the field of accent reduction who posses advanced training in accent reduction and phonology. She is also the founder of http://www.accentmaster.com/ a line of accent reduction software programs. She can be reached at Lynn@AccentMaster.com.

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ESL Activities With Little Preparation

by: Keith Taylor

How often do you find yourself preparing a class, racking your brain for something different, a new activity to liven up a group of tired students, or just to bring something fresh to the classroom? If you are like most teachers, thinking of something new and exciting every day is not easy, and often we simply don't have the time (or energy!) So we revert to our tried and tested (and sometimes a little worn) ideas, or to following page after page of a textbook.

Well, it doesn't have to be that difficult. A lot of ideas can be adapted to many different language points, giving you something that can be used again and again. If the activity has a clear focus, motivation (students need to know why they are doing something - adding an element of competition to an activity is one way to achieve this) and, of course, clear instructions, then you're on to a winner.

There are many good resource books available with hundreds of quick and easy activities requiring little or no preparation. Have a hunt around your school's resources for books such as "Five Minute Activities" by Penny Ur and Andrew Wright, or "Keep Talking" by Friederike Kippel. Don't forget that your fellow teachers are good resources too - use them!

Here are a few ideas to get you started:

1. You may know "Backs to the Board", where a representative from each of two teams faces away from the board, while his/her teammates try to explain the word that you have written on the board to him/her, without saying the word or any variations of it. Well, why not extend this to whole sentences? The teams have a minute to explain the sentence to their teammate, without using any of the words, or spelling them, or using gestures. You can adapt this to any tense or structure that you want to practise.
2. Sentence reduction: Write a long sentence or a short paragraph on the board, rich in vocabulary. In teams, students take it in turns to erase either one, two or three consecutive words. The sentence must still make sense, gramatically, afterwards. If it doesn't, replace the words and move to the next team. Carry on until no further reduction is possible (your students will be amazed at how short the sentence can become, while retaining its grammatical sense!) The winning team is the one who removes the most words. (Variation: Do the opposite - start with one word and have students replace it with two or three, expanding the sentence.)
3. For spelling and vocabulary practice, try this: Start with one letter on the board, say "S". The first student then thinks of a word beginning with "S" and adds the next letter, for example "ST". The next student then thinks of a word starting with "ST" and adds another letter, and so on. If someone in the group thinks there is no such word, he can challenge the writer to name his/her word. If there is no such word, the writer is out, but if he/she was thinking of a real word, then the challenger is out. The winner is the last student remaining.
4. If your students are imaginative, give each group four or five pictures cut out from magazines, and get them to create a picture story - you can keep the context very open, or have them focus on a particular tense or function. If you want to focus on oral communication, don't let them write their story down! If you also want to evaluate their writing, have them write it down as they go along. When they've finished, have each group tell their story to the rest of the class.
5. As a "Getting to know you" exercise, ask students to write three things which are true about themselves, and two which are not true (but believable). Students take turns to read their sentences to the rest of the group, who must discuss, and ask questions to the reader, and try to find out which of his/her sentences are true. A good ice-breaker is to do this yourself first so that they get the idea - write the five things about you on the board. (Variation: Write five one-word facts about yourself on the board, for example "32", "Liverpool", "Three", "Bloggs", and have students, in pairs, try to guess the questions which will give them these answers.)
6. Another one for imaginative students: Dictate the first line of a different story to each of several groups. They have a few minutes to continue the story, and then pass their piece of paper to the next group, who read the story so far and add the next part. Carry on until the stories reach their original groups, who then conclude and read out the stories. To focus on a particular language point or item of vocabulary, you can do this orally as a chain story: Give the first sentence, then have the first student continue the story. They must at some point use the tense, or structure, or word (allocated beforehand), that you want to work on. Carry on until all the students have contributed.
7. For some energetic writing practice, divide the board into three columns, and give each column a header with three structures that you want to practise (for example "first, second, third conditional", "yes/no questions, indirect questions, tag questions", "present perfect simple, present perfect continuous, past simple"). Split students into pairs. One from each pair is the writer, the other is the runner. Give each pair many small slips of paper and some blu-tac, and tell them that they must construct as many gramatically correct sentences as they can, in each of the three categories, and stick them on the board (with their initials to identify them). Set a five or ten minute time limit. The writer writes a sentence, then the runner takes the slip of paper and sticks it on the board. Shout "CHANGE" every so often for them to swap roles. At the end, have all the pairs look at the sentences and evaluate them. If they find an incorrect one, they tell you, and that sentence is not counted towards that pair's score. (Variation: You can make this activity more difficult by saying that each sentence must contain a minimum of 10 words, for example.)
8. Another favourite is to give each student a secret famous identity, which they stick to their back or forehead. They go around the class, asking yes/no questions to establish their identity. You could make sure they practise the past simple by making all the famous people dead ("Did I live in the USA?"), or present perfect, by making them alive (Have I acted in many films?), or future, by imagining that these famous people have not yet been born (Will I be an actor?).
9. Stand students up, and shout out two opposing ideas, or people, or concepts, or adjectives, or places. For exanple, "beach or mountains", "Spielberg or Hitchcock", "red or blue", "Playstation or Nintendo" depending on the age/interests of your students. Point to one side of the room for one idea, the other side for the other. Students move to the side of the room they choose - pick a few students each time to explain the reasons for their choices. If you like, you can let it develop into a debate between the two groups.
10. Do a "grammar auction" or "gap fill auction" with mistakes that students have made (and that you've made a note of) or with a language area that you want to work on. Split students into teams, and allocate each team $100, or 10,000 yen or any amount you like. If you can photcopy some real money, so much the better. For the grammar auction, give each team a worksheet with 10 (or more) sentences (based on the mistakes they've made or the language area you're working on). Some should be grammatically correct, others incorrect. Give teams some time to discuss whether they think the sentences are correct or not, and then have them gamble on that decision for each sentence. Then give them the answer - if their decision was right, they double the amount they gambled - if not, they lose their stake. For the gap fill, give them 10 or more gap fill sentences (again based on the area you're practising or their mistakes) and this time they choose the correct word to go in the gap and gamble on it.

You can find variations on these activities, and many, many others in the books mentioned at the beginning of this article, among others. Try one of them today for something different in your ESL classes!

About The Author
Keith Taylor is the founder of eslbase, http://www.eslbase.com/, with TEFL jobs and TEFL courses worldwide, as well as information, advice and resources for teachers. He also runs the eslbase language exchange, http://www.eslbase.com/language-exchange/, an easy way to practise any language online.

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Studying A Foreign Language Online

Author: mgavr68

Studying a (new) foreign language is a time consuming process and with the fast paced lives we're living in today, time is not a commodity we can often spare. A lot more popular in the past, local language centers are losing more and more students due to the sheer waste of time it takes to go to and come from the actual center as well as the preset hours in which the courses take place. Fortunately, the Internet has an alternative to this that can save you a lot of time and will allow you to study the language of choice whenever you want and how much you want.

Free online language courses

Free online language courses can be found on hundreds if not thousands of sites that deal with foreign language teaching and their quality may vary from extremely poor to high quality ones. It's up to you to see how these language courses fare, but then again there's no harm in trying more than one, since, after all, they're free.

Online educational games

Online educational games can also be found in abundance and their main advantage over other language learning methods is that they provide a relaxing, fun study environment which in most cases will be more efficient. The downside is that a learning process based on online educational games will take much more time than with conventional methods, but, as stated earlier, the information you get through games will stay in your memory longer and it will be easier to access and use.

Media and foreign websites

Over the last few years, the Internet has become a great platform for all sorts of media elements and you will need to use this to your advantage when studying for your new foreign language. For example, streaming or downloading audio or video files in the particular tongue you're studying can be extremely helpful in building your vocabulary as well as getting used to the pronunciation of words and characters.

Similarly, reading through websites written in the foreign language you're studying (assuming you already have a basic ground to work upon, otherwise you won't be able to understand what you're reading) is also a good method of assimilating vocabulary, spelling and grammar rules.

Video conference lessons

Although this is a newer concept to the language learning world, live Internet video teaching is becoming more and more popular. Studying with a teacher that's miles away, through your Internet connection is quite a new milestone in the above-mentioned field. Although video conference lessons might be a bit costly, they do allow you to benefit from the same advantages that a local language center would offer you, but you will able to benefit them from the safety of your home and from the comfort of your favorite chair.

As you can see, the Internet offers a great variety of language learning methods, but it's up to you to choose which ones will suit you best and which ones you have the time/money for. Check out a few sites offering online language learning services and only take a decision after a solid think-out.

About the Author

Increase your foreign language vocabulary at http://www.InternetPolyglot.com by playing online games and become a true polyglot. The site contains thousands of lessons in different languages from English, Spanish, French, Russian to Hindi, Turkish, Ukrainian and many others.

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3 Ways To Improve Your Vocabulary

Author: mgavr68

Building up your vocabulary is arguably the most important part of a language learning process. If you don't have a base vocabulary to work with, you can't study grammar, you have absolutely no use for spelling or pronunciation exercises and writing or reading is definitely out of the question. That's why it's crucial to have a good vocabulary work-up at the beginning of your studies but also to keep building it up as you go. Here are a few ways to do this.

1. Translated texts

This is a great method to use in the beginning of your studies, when you can't handle reading (and understanding) a text solely in the foreign language you're emphasizing on. Translated texts act as a natural dictionary as they will involuntarily form connections as you read the two versions of the same text. The downside however is that if the texts are too ambiguous or too complicated, you risk misunderstanding entire phrases or mistakenly attributing meanings to certain words. That's why it's extremely important that the translated text you're working with is well written and doesn't have any slang, confusing words, words with different meanings and so forth. You should also look for the most basic translated texts at first. Don't worry if you find it silly to translate "It's hot during the summer", it's a starting point and you won't be better off skipping it.

2. Vocabulary games

Vocabulary games are a great way to enhance your word base, but they should usually be used only as an additional method for this purpose. The fact with vocabulary games is that they cannot teach you the same amount of new words as say translated texts or other methods that deal with improving your vocabulary, but they can be a fun alternative to take during those study breaks. Also, remember that everything we learn while relaxing and having fun is assimilated a lot easier and for a longer period of time.

3. Foreign language media

Media is obviously a strong source of vocabulary gain and the fun fact about it is that you won't be shedding a sweat learning the new words, as they will come naturally. Every bit of radio, TV, stationary ad, computer game or any other type of media you can watch or hear in the foreign language you're studying should be treated as an opportunity to improve vocabulary. Obviously, some languages will be harder to learn through this method, whereas others will be extremely easy (English/Spanish anyone?). If you find a good learning source, you could use foreign language media as a main method of vocabulary increase, but if these sources are scarce, you shouldn't rely solely on it.

Once you have a relatively good grasp on that language's vocabulary and you formed a solid word database with which you can work with, feel free to move on to more complex elements of the language, such as spelling, pronunciation, writing, grammar and so forth. As to where you can find translated texts, vocabulary games and even language-specific media, know that there are several language learning sites out there that provide such content for both novice and advanced students.

About the Author

Increase your foreign language vocabulary at http://www.InternetPolyglot.com by playing online games and become a true polyglot. The site contains thousands of lessons in different languages from English, Spanish, French, Russian to Hindi, Turkish, Ukrainian and many others.

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Learning A Foreign Language

Author: mgavr68

The speed and consistency at which you assimilate a foreign language depends on a lot of factors, including:

1) Whether or not your mother tongue and the foreign language you're learning have a shared lexical family and glossary (Latin or Germanic languages for example)

2) Your own ability to assimilate new words and think in the new language, rather than translate everything in your mother tongue, translating everything to the new, foreign language afterwards

3) The amount of contact you're receiving with that particular language, externally (for example, English is a lot easier to learn than other languages for most foreigners, since they receive a lot of external contact with it from movies, computer activities, commercials and so forth).

Regardless of the fact that the language you're trying to learn fits into any of the above categories, make no mistake about it, every language is learnable if you follow a few important steps and if you invest a constant stream of time in the learning process. Taking medium to long breaks from learning will be extremely negative in the long run, since it will be harder to get back on track and "re-learn" what you've once assimilated. Think of learning a foreign language as taking care of a huge furnace. You need to place a huge amount of coal in it in order to get it started and then you need to keep the fire burning by constantly shoving medium amounts of coal. If you stop shoving and let the fire go out and the furnace go cold, you'll have to invest almost the same amount of work to get it back on.

So you might be wondering how to start learning a new foreign language, what should be the base point for the learning process. Well, some basic vocabulary will get you started with understanding and pronouncing the language as well as give you something to work with later on. Language learning games are extremely useful in this first stage, since the correlation between images and words will get them to print easier in your mind. Using flashcards is also a good option and although learning what "duck" is in German for example, might not be that satisfying, think about the fact that the whole game thing has a higher purpose. And if you're an adult, try getting past the inherent awkwardness and silliness of this first learning stage as it is proven to be one of the most efficient yet. And who knows, you might even have some fun while you're at it :).

After you're familiar with the new language, after trying out pronouncing what you've seen on the flashcards, or in the game (by the way, always keep a "mother tongue - foreign language" dictionary close to you, since you'll want to check on pronunciations often) you should start off with a couple of translated texts that you can compare. Don't worry about the subject, reading "Little Red Riding Hood" with the annexed translation will be equally helpful as reading a technical view on computer architecture with the relevant translation (actually Little Red might be even more useful, since it will be easier for you to relate the words). Try reading the foreign text, sentence by sentence and then re-reading it in the translation. While doing so, try and spot the similarities in grammar and sentence structure and focus on noun gender, and plurals. It's extremely helpful to get used to the new language's gender and plural system early on or you might get the "habit" of mixing them up, sounding funny at best.

The above-mentioned method of learning a foreign language might not necessarily be the one most appropriate for you. Still, it simulates the way we learn our mother tongue, which makes it easier for us, your brain adapting easier to the new learning process since you've "already been there and done that" once. If you're looking for alternative ways of learning a foreign language, be it Spanish, German, Japanese, Italian, Dutch, Portuguese, Romanian, Turkish, Hindi, Polish, Greek and many more, you could look up one of the many sites out there offering free or paid lessons and tutoring services.

About the Author

Increase your foreign language vocabulary at http://www.InternetPolyglot.com by playing online games. The site contains thousands of lessons in different languages from English, Spanish, French, Russian to Hindi, Turkish, Ukrainian and many others.

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Learning A New Language Makes The World Seem Smaller

Author: mgavr68

The Internet is becoming a massive force in the lives of many people around the world. It is used to connect to the world at large, to communicate for the purposes of business, family, and friendships, as well as to find entertainment. The Internet is quickly replacing the television as the preferred medium of entertainment around the world as well as opening doors to new cultures, ideas, and beliefs as well as new opportunities.

As a result of this, we've seen an abundance of people interested in learning new languages as they meet friends and build relationships across the cultural and language barriers that once seemed so much larger than they are today. With the global community literally at your fingertips it is great to know that you can get free language lessons online or that you can easily find courses and books to help you skill up in a foreign language, regardless of its popularity across the Globe. You'd be amazed to find out how many sites offer such great services for free. Not only are these lessons free, but you can also find programs that offer fun matching games, flash cards, and word game worksheets to help you build your skills.

Not only will you learn the basic vocabulary of other languages, but also how to improve your existing vocabulary skills in your own language. You will study language arts activities, pronouns, adjectives, and common slang terms of the language you are studying. You will be able to travel with the ease of a native without the worry of needing translations of road signs and simple instructions thanks to flash cards, and free language lessons online.

When used alone, the results of this will be slow and not provide a comprehensive learning experience, but when you combine the power of such an interactive site with your other language courses, you will be amazed at how quickly your progress and even advance in your studies. Play games designed to improve vocabulary while receiving a top-notch foreign language education. In fact, you have the ability to teach yourself at your own pace and learn far more than you would ever learn in a traditional classroom. It is well known that learning through entertainment is the easiest and most effective way of dealing with any given subject, even more so with a foreign language, since it requires a lot of assimilation to be done.

After completing your lessons you should be able to speak your new language like a native while having a better understanding of how your own language works. Perhaps what you learn about yourself and the language you know already is worth just as much if not more than the priceless gift of learning a new language and opening a window to the world.

About the Author

Increase your foreign language vocabulary at http://www.InternetPolyglot.com by playing online games. The site contains thousands of lessons in different languages from English, Spanish, French, Russian to Hindi, Turkish, Ukrainian and many others.

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