Here’s a recording in a mystery language.
Can you identify the language, and do you know where it’s spoken?
Here’s a recording in a mystery language.
Can you identify the language, and do you know where it’s spoken?
| français | English | Cymraeg | Brezhoneg |
|---|---|---|---|
| le macadam (goudronné) | tarmac | tarmac | makadam |
| goudronner | to tarmac/asphalt | tarmacio; coltario | koultronañ |
| les bons et les méchants | goodies and baddies | dynion da a dynion drwg | an tud vat hag an tud fall |
| un sachet de petits cadeaux | a little bag of goodies | bag bach o dda-da | |
| [petit sac pour emporter les restes après un repas au restaurant] | doggie/doggy bag | bag sborion | |
| clair comme de l’encre | as clear as mud | annealladwy; fel tatws llaeth | |
| clair comme le cristal / comme de l’eau de roche | as clear as day/crystal | mor olau a’r dydd; clir fel grisial | |
| le champ de foire | fairground | cae ffair | marc’hallac’h |
| le typhon; l’ouragan | typhoon | gyrwynt; corwynt; teiffŵn | tifon |
| la monnaie; la devise | currency | arian (treigl/cyfredol) | moneiz; teulenn |
| les devises étrangères | foreign currency | arian tramor | moneiz estren (?) |
Recently Robbie Kunz of Learn that Language Now did an email interview with about my language learning experiences, and about the history and development of Omniglot. It is now online and I just thought you might be interested.

When learning a language do you try to learn it as quickly as possible? Like a hare you hurry through the language ignoring anything that might slow you down, like good grammar and pronunciation, perhaps thinking that you can go back later and tidy them up.
Or maybe you take your time like a tortoise, trying to learn every aspect of the language thoroughly.
There are parallels with learning music – the other day a friend who is learning the violin said that she tends to focus on getting the notes of new tunes right at first, then goes back and pays attention dynamics, bowing and so on. She realised that maybe it would be better to learn those things from the beginning. I certainly try to do this when learning tunes on my various instruments.
With languages I like to take things easy and try to learn things quite thoroughly, though might ignore seems aspects of language that don’t seem relevant.
Do you think it better to learn many languages to a basic level, to concentrate on a few and learn them in much more depth, or to learn a few languages well, and to learn the basics of others – perhaps many others?
It will probably depend on what you want to do with each language.
In my case I’ve studied nine languages in depth, and speak four of them fluently (plus English), and can get by in the others, more or less. The ones I’ve spent most time on are Welsh, Mandarin Chinese, French, Irish, German, Japanese, Scottish Gaelic, Spanish and Manx, and they’re the ones I know well or fairly well. I’ve been to and/or lived in places where they’re spoken, done courses, and do my best to maintain them and use them whenever I can, especially the Celtic ones and French. I’m also learning Breton and Russian at the moment. I’ve dabbled with quite a few other languages, for trips to other countries, to try different languages courses, and out of interest. I don’t actively maintain them.
Recently I’ve been thinking whether I really want to learn any other languages – there are plenty I’d like to know, but I’m not sure whether I have time to learn them, and to maintain the ones I already know. I’m not interested in learning many languages just for the sake or it. I learn each one for a variety of reasons and don’t tend to get very far it I don’t have much interest in the language itself, and/or in the culture of people who speak it. With Breton I will finish the course I’m working on, but may not continue with my studies, unless I find an aspect or aspects of Breton culture that really fascinate me and/or appeal to me. The same is true of Russian.
As well as learning languages, I also play quite a few musical instruments, particularly guitar, piano, recorders, tin whistles, mandolin and ukulele. I used to play the clarinet, but have played very little since leaving school and have decided to sell it. When I mentioned this to a friend he asked me what other instrument(s) I will buy with the money from the clarinet – I haven’t decided yet whether to concentrate on the instruments I already play, or to do that and to get a new one.
Here’s a recording in a mystery language.
Can you identify the language, and do you know where it’s spoken?
Tomorrow the Bangor Community Choir is going to Manchester where we’ll be singing with lots of other choirs from northern England and north Wales to raise money for WaterAid. The songs we’re singing have a watery theme and are all in English, apart from one in Croatian and one in Zulu. Hopefully it will be a bright, sunny day. This event is called Sing for Water North and is part of the Manchester Day celebrations.
We’ll be singing outside the town hall in Albert Square at about 1.45pm. So if you happen to be in Manchester tomorrow afternoon, please come along.
| français | English | Cymraeg | Brezhoneg |
|---|---|---|---|
| le linge | laundry (clothes) | dillad golchi; y golch | lien |
| la blanchisserie | laundry (shop, place) | golchdy | gwennerezh; kannerezh |
| la laverie (automatique) | laundrette | laundrette | gwalc’herezh; kanndi |
| la guérison | curing, healing, recovery | iachau; iachâd | pare; gwelladeg |
| la gueule de bois | hangover | pen mawr/clwc; salwch bore drannoeth; salwch ar ôl y ffair | poan vlev |
| joindre les deux bouts | to make ends meet | cael deu ben llinyn ynghyd | |
| avoir beaucoup de mal à joindre les deux bouts; tirer le diable par la queue | to stuggle to make ends meet | cael yn anodd i gael dau ben llinyn ynghyd | |
| l’influence (f) de l’entourage; pression exercée par les autres | peer pressure | pwysau cyfoedion | |
| le loup de mer | old seadog; sea bass | hen forwr; ysbinbysg y môr | bleiz mor; ki mor |
| farcir | to stuff (food) | llenwi; stwffio | farsañ |
| le fenouil | fennel | ffenigl; ffunell | fanouilh |
| malveillant | evil (person) | drwg; drygionus; dihiryn | maliset |
| branlant | wobbly (chair/table) | sigledig; siglog; woblog | brall; divrall |
| tremblant | wobbly (voice/jelly) | crynedig | krenedik |
| avoir les jambes flageolantes | to feel wobbly | teimlo yn sigledig / siglog / woblog | sentet trabidellus |
| Je ne te reproche pas | I don’t blame you | ni welaf i ddim bai arnat ti | |
| une motte de gazon | sod; piece of turf | darn o dywarchen | moudenn leton |
| brouter | to graze (on grass) | pori | peuriñ |
| mouchard | grass (informer) | prepiwr; hen brep; clep; clepgi | to(u)pin |
| donner qn | to grass on sb | prepian am/ar rywun | kelaouiñ da unan bennak |
| la flottabilité | buoyancy | hynofedd | flotuster |
This week I discovered that in French a hangover is une gueule de bois (“a wooden mouth”), which seems quite a good description of the condition.
In my thesaurus word for hangover in English include after-effects, katzenjammer, morning after, and the morning after the night before. Do you have any others?
I’ve heard of katzenjammer before, but not in this context – to me it’s the name of a band from Norway. Katzenjammer comes from German and means “cats’ wailing”, and according to the Free Dictionary, it means a confused uproar or a hangover, mainly in US English.
Welsh words for hangover include pen mawr (big head); pen clwc (addled head), salwch bore drannoeth (illness of the following morning) and salwch ar ôl y ffair (illness after the fair).
Since I gave up drinking about 11 years ago I haven’t suffered from a wooden mouth, an addled head or a cats’ wailing, and one reason why I gave up was because I didn’t enjoy such afflictions.
There’s an interesting post by Idahosa Ness on learning languages orally over on Fluent in 3 Months today. It suggests that it is better to focus on listening and speaking until you have a good grasp of the pronunciation, rather than learning reading and writing at the same time. This can work even if you believe you’re a visual learning and need to have things written down in order to remember them.
Idahosa believes that you should concentrate on learning to recognize and produce the sounds of a language first, and on learning how they go together to form words and sentences. A knowledge of phonetics and phonology can help with this as it shows you what to do with your mouth in order to make the sounds, and this can also help you to recognize them. At this stage you don’t need to know how the sounds are represented in writing; in fact learning that can interfere with your ability to pronounce the sounds.
This approach seems to make a lot sense to me – I always spend lots of time listening to languages, sometimes before I even start learning them. So my listening abilities tend to develop more quickly and thoroughly than my other linguistic skills. Perhaps I need to spend more time practicing speaking as well.
One book which uses a similar approach to Idahosa’s is Blas na Gàidhlig: The Practical Guide to Scottish Gaelic Pronunciation, by Michael Bauer, which uses the IPA and lots of recordings to teach you the pronunciation of Scottish Gaelic, and only introduces Gaelic orthography once all the sounds have been explained.
The only language I’ve tried to learn mainly orally is Taiwanese. As Taiwanese doesn’t have a standard written form, I concentrated on learning to speak and understand it. I tried to learn everything orally at first, but started writing things down after a while to help me remember them. If I’d had something to record the things I was learning, I might have been able to dispense with the written notes.
Have you learnt or tried to learn a language entirely or mainly orally?