français | English | Cymraeg |
---|---|---|
avoir conscience (de qch) | (to be) aware (of) | ymwybodol (o); gwybod (am) |
se rendre compte de | to become aware of | dod yn gyfarwydd â; dod yn ymwybodol o; dod i wybod |
l’intoxication (f) alimentaire | food poisoning | gwenwyn bwyd |
souscrire à | to subscribe (to an opinion) | cefnogi; arddel; coleddu |
l’ovation (f) debout | standing ovation | cymeradwyaeth sefyll |
on s’est levé pour l’acclaimer | he was given a standing ovation | cododd pawb i’w gymeradwyo |
contrebandier | smuggler | smyglwr |
trafiquant de drogue | drug smuggler | smyglwr cyffuriau |
draguer | to dredge (a river) | carthu |
les ouvrages anticrues; les ouvrages de protection contre les eaux |
flood defences | amddiffynfeydd llifogydd |
la zone inondable | flood plain | gorlifdir; gwastatir; llifwaddod |
être en crue | to flood (river) | gorlifo; llifo |
occasionnel | occasional | ambell; ysbeidiol |
la table d’appoint | occasional table | bwrdd bach |
la flaque (d’eau) | puddle | pwll; pwdel |
Category: English
Large vocabulary? Do you know how to use it?
A lot of language learning approaches I’ve read and heard about focus on learning as much vocabulary as possible, and not worrying too much about grammar, at least at first. For example you might focus on learning the most commonly-used phrases and words, and on using them at every opportunity. Later on you might learn a bit of grammar.
In the Russian lesson I listened to today, the tip of the day is to focus on learning a relatively small amount of vocabulary and learning how to use it in a variety of contexts, rather than learning a lot of vocabulary, and then not being able to use it very well. Once you can use the words you know grammatically, it’s not so difficult to add more vocabulary.
In another lesson in this course the presenter suggests that learning grammar from books and tables isn’t very effective, and that it’s best to learn it from lots of examples and exercises which focus on real colloquial language.
I’m finding the course very useful and like this approach. It introduces various aspects of Russian grammar gradually and gives you plenty of opportunities to practise using them.
What are your thoughts on this?
Stuckies, pleeps and doos
I came across some interesting Scots words in a TED talk today which I hadn’t heard before – stuckies, pleeps and doos.
What do you think they mean?
Clue: they’re types of bird.
In the talk the presenter, a native speaker of Scots, explains how he was told from his first day at school that many of the words he was using were wrong, and that it was the same story for many other children. They have to learn ‘proper’ English words. He talks about how Scots has been marginalised and replaced by a version of English spoken with a Scottish accent known as Attic or Scottish English. He explains how words in Scots have much richer associations in his brain than their English equivalents.
Here’s the talk:
How much can you understand?
Answers
A stuckie is a starling, a pleep is an oyster catcher, and a doo is a dove.
Teaching school
In novels and articles written by Americans I’ve come across the construction to teach school, as in “I teach school” or “He teaches school”, which sounds strange and wrong to my British ears. In the UK we would say something like “I teach in a school” or just “I’m a teacher” or “I work as a teacher”. We might also say “I teach chemistry/French/quantum ironing”, but not “I teach school”.
Is this expression used only in the USA?
Is it used with other educational establishments, e.g. “I teach college” or “I teach university”?
When used in this context what do you understand by the word school?
In the UK school usually refers to a primary or secondary school, though universities do have schools within them, e.g. a School of Modern Languages, and some institutes of higher education are called schools, e.g. the London School of Economics.
A Guide to Paisa Spanish
This is guest post written by Connor Grooms, who learned Spanish to a B1 conversational level in a month and made the film, “Spanish in a Month: A Documentary About Language Learning” about it.
A few months ago, I learned Spanish to a B1 conversational level in a month while living in Medellín, Colombia. If you want to see the whole story and see how to learn Spanish fast, like I did, watch the documentary here.
But all Spanish is not the same, and I learned a specific breed – “paisa” Spanish. Paisa refers to people from Antioquia, the region where Medellín is.
So, below I will explain how some things are said differently here. These are trends I’ve noticed, and by no means is the definite “how things are” – which doesn’t really exist.
The Basics
You will almost never hear “de nada” or “adios” – instead, your welcome is “con gusto” or “con mucho gusto“, or literally, with pleasure. This is also how you say nice to meet you. “Adios” is only really used for long periods of time – at least a few weeks. Instead, people use “ciao“, mostly, or “hasta luego“.
The phrase “es que” is used a lot – literally meaning “it’s that…”, it starts most explanations.
It’s common to exchange several greetings before ever saying anything of real meaning. “Como estas” is still extremely common, but the “paisa” way is “bien o no”, or, “bien o que”, which literally means “good or not?”, “good or what?”.
Between friends, another common greeting is “¿que mas?“, which means “what more” – and outside of a greeting, it still means that – but as a greeting, it means “what’s up?”. “¿Que tal?“, which is used elsewhere as well, is also used.
If you bump into someone, need to excuse yourself in a crowd, make an error, or otherwise do something that would render an “sorry, excuse me” or a “oh! sorry”, use “que pena“, which literally means “what shame”. If something makes you embarrased, you’d use “me da pena“.
Affirmatives
If you come to Medellín and want to sound local, drop the “si“, and use one of three main affirmatives:
Claro = of course. This is used a LOT.
Cierto = right/yes
Eso = literally means “that”, but it’s used as a general affirmative, in a wide variety of situations.
Common filler words
Anyone who has done some research on Paisa Spanish has probably heard of the heavy use of the word “pues“.
“Pues” literally means, “well”, and it’s still used as such, but it’s also used as a filler. You could add it to almost any part of any sentence and it would make sense – it’s almost meaningless. It’s like an “uhhhm”.
“O que” is another common one – it’s added to the end of lots of sentences to form a question. This is almost as common as pues.
Paisas are also fond of throwing a “que” in front of adjectives to express a feeling. So instead of “chevere” (cool), they will say “que chevere” (how cool/ a stronger “cool”). This is part of the culture of everything being great, and the common exaggeration of everything, good or bad. Speaking in a bland “it was kinda cool”, has the potential to leave Paisas bored.
Local slang
Something (generally) uneducated young women will do is transform many words to end in “is“. For example, instead of “hola“, they will say, “holis“, and instead of “raro“, they will say “raris“. It’s very improper and actually quite annoying to hear, but if you hear it, that’s whats going on.
“Amigo” is rarely used between friends. Instead, people use “parce / parcero“, which basically means “dude/mate/bro” (use this and you’re instantly better friends with any guy, trust me). If you’re good friends, you’ll even use “guevon“, which is offensive if you don’t know someone. Worse than guevon, there is “marica“, which basically means fag, which is definitely offensive if you don’t know someone, but is sort of teasing if you’re good friends.
There are few ways to say “awesome” – the most common would be “bacano“. If something is REALLY awesome, you use “brutal“, which is the equivalent of “sick” in American English.
This should get you sounding paisa when you come to the amazing city of Medellín. Click here to see the documentary I made while learning Spanish in a month here.
Polyglot Pathways
If you’re a polyglot who learns languages for fun, you might choose languages from a particular family or region, or languages that have contributed to your mother tongue. Or you might choose ones that are completely unrelated to one another in order to challenge yourself. These are possible pathways a polyglot might pursue.
Another possible polyglot pathway that I came up with the other day is especially for dog lovers: learning languages from regions associated with breeds of dog. For example, if you have an Alsatian, you could learn the Alsatian (Ëlsässisch) and speak to your dog in that tongue. Or if you have a Bernese mountain dog you could learn Béarnese, and chihuahua owners could learn one or more of the languages of Chihuahua state in Mexico, where their dogs originate. The most widely-spoken of these is Tarahumara (Rarámuri ra’ícha).
Do the languages you study have a particular theme or connection?
French and potatoes
I came across an interesting phrase in Scottish Gaelic today: Ith do bhuntàta beag mus dig na Frangaich!, which means “eat your small potatoes before the French come!” and it is apparently said to children picking at their food to encourage them to eat up [source].
Are there similar phrases in other languages, perhaps used in different contexts?
What did your parents say to you to get you to finish your food?
Or if you have kids, what do you say to them, if they need encouragment?
Les mots de la semaine
français | English | Cymraeg |
---|---|---|
adroit | dexterous | deheuig; llawdde; medrus |
habile; qualifié | skilled | medrus; celfydd; crefftus |
la trappe | trapdoor | trapddor |
resquilleur | free-loader | sbwnjwr; progiwr |
contagieux; infectieux | infectious | heintus; heintol |
contagieux | contagious | heintus; ymledol |
s’inviter à; entrer sans invitation | to gatecrash (a party) | ymwthio (i barti); gwthio’ch ffordd |
la pâte brisée | shortcrust pastry | crwst brau |
le poivron | sweet pepper | pupryn melys |
directeur de thèse | academic supervisor | goruchwyliwr; arolygydd |
les tissus d’ameublement (m) | soft furnishings | carpedi a llenni |
la palourde | clam | cragen fylchog |
la soupe de poisson | chowder | cawl |
la semaine blanche | reading week | wythnos ddarllen |
Word of the Year
According to the Oxford Dictionaries the word of the year for 2015 is not a word at all but an emoji, specifically the ‘Face with Tears of Joy’:
Do you use emoji(s)?
Is the plural emoji or emojis?
Do you think of them as words?
What’s your word of the year?
La vie de baguette
The best-known type of French bread is the baguette, which was possibly introduced to France in the early 19th century by August Zang from Austria, though that’s another story.
Baguettes only stay fresh for a day, so what do you do with them once they start to go hard?
Here are a few possibilities:
Here’s a translation:
1. First Day: sliced with butter, sandwich
2. Second Day: toast
3. Third Day: French toast (“lost bread”)
4. Fourth Day: croutons, crumbs for the pigeons
5. Fifth Day: hammer, golf club
Image supplied by Frantastique, who can teach you all about the bizarre French cuisine, and help you to learn French.
I was told that if your baguette is a bit stale you can revive it by sprinkling a bit of water on slices and blasting them in a microwave for a short while. I haven’t tried this as I’m am microwaveless.
The French word baguette can also refer to:
– a magic wand = baguette magique; baguette de fée; baguette de sourcler
– chopsticks = baguettes chinoises
– conductor’s baton = baguette de direction; baguette de chef d’orchestre
– a drumstick = baguette de tambour
Expressions incorporating baguette include:
– sous la baguette de … = conducted by …
– faire marcher qn à la baguette = to rule sb with an iron hand
What are baguettes called in your country?