Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

Posts tagged ‘Russian’

Motivation, or why am I a really slow learner of Russian.

My mum is learning Russian because she wants to be able to be a little bit independent when she comes to visit me in Sevastopol. Her previous language learning experience is limited to French at school, so she’s quite like a lot of beginners we meet in EFL – a little bit of language a long time ago, and a lot of mental obstacles to overcome to build up the confidence to practise the language. Take a look at her post about why she is a slow learner of Russian: maybe it will echo some of the experiences of your learners too.

Mum at Stokesay Castle

My mum in the UK when I visited her 🙂 (not her castle…)

Kate Millin's Management Musings

1375194_10100624291422393_1380681261_n Sandra in Sevastopol

I have decided to write on motivation as I am currently trying, not very successfully, to learn Russian. I have a good reason for learning this language – my daughter is currently living in Sevastopol in the Crimea and I want to visit her before the end of 2014. This, however, is currently not proving to be a strong enough motivation to work on the language more than a couple of times a week. So I thought I would muse on this following my discussions with my daughter on the subject, and been inspired by her own posts on learning Russian and see if I can create a stronger focus for myself as a result.

Having started this post and not developed it I have been linked to this blog post which is about why failing to learn a language over a year can still be of…

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How I’m learning Russian (part two)

At the start of May I wrote about my Russian lessons and what I was and wasn’t doing at home to further my learning. To finish the post, I made a commitment to study Russian for ten minutes every day and gave a list of activities I would try. So what happened?

Planning and recording

About two months ago I moved to a system of having a daily to-do list for everything. At the beginning of each week, it looks like this:

To-do list

To-do list

Each day I have a series of codes: ‘Ph’ = physio, F = feedly (blog reading to try and keep up!), R = Russian, FJ = flo-joe (FCE word bank) and, new last week because of the success of the others, W = walk. By having them on the list, I’m much more likely to make time for them every day. Other things to do are then added around them, as you can see from Monday. (On a side note, I’ve discovered this daily to-do list makes me much more efficient, as long as I’m realistic about what I put on each day based on the time I have available. Everything else is in another list at the side, and when I’ve finish the things for the day I can start on the less urgent things.)

Since I started doing this, I have very rarely missed a day of Russian. I record what I’ve done on an old calendar, along with my physio/exercise. I started using a similar system when I was trying to walk more last year, and I found that the gaping holes when  nothing was written made me feel bad, and I wanted to minimise them! This is the final result for May:

May 2014 Russian

May 2014 Russian

…and the work in progress for June:

June 2014 Russian

June 2014 Russian

As you can see, in the seven weeks since I wrote that post, I’ve only missed four days, all in May. You can also see that very often I spent considerably more than ten minutes on my Russian. It seems that once you get started, it’s easy to get sucked in and do more 😉

Towards the end of May I experimented with a trial version of Lizzie Pinard’s language learning flower, where she suggested colouring in the flower depending on what you’ve done. I didn’t realise that it should be divided into squares, and was already using the calendar, so only used it once, but it did make me realise that I was doing almost no writing.

Language learning flower

Language learning flower for May 2014


I took my own advice, and started to write a journal in Russian, which I asked my teacher to correct and reply to. Thankfully, she was happy to do that!

Russian journal

Russian journal

The mistakes I’ve made have taught me a lot, and because I’m a good language learner/very sad person/have way too much time on my hands, I rewrite every piece of writing I do into another notebook…

Colour-coded rewrites

Colour-coded rewrites

…using a colour-code to show the kind of mistakes I’ve made. I put the code into the front of my notebook so I can refer to it, and add to it if another category of mistake starts appearing.

Deciphering the rewrite code

Deciphering the rewrite code

From only three journal entries I’ve already noticed an improvement in my spelling of a few common words, and I’ve learnt new phrases from my teacher’s rewording of my sometimes clumsy production, as well as having a new page in my vocabulary notebook entirely devoted to stealing phrases from what she’s written. I’ve also put some of my favourite phrases onto the sentence cards I mentioned in my last post (more on them below).

Of course, the real reason I started to do this was nothing to do with improving my Russian. When I bought my journal, I couldn’t decide which notebook to buy, and being a stationery lover, I decided to buy both. You can’t have a notebook and not use it! 😉

Two notebooks, both alike in dignity

Which to buy? Both of course!

This may be another sign of how sad/geeky/pathetic I am, but I really feel that it’s important to have notebooks and folders you want to open, and pens/pencils/etc you want to use when you’re studying. It might seem like a minor thing, but anything that makes you smile will help.


Inspired by Lizzie Pinard (again), I bought myself a Russian book. I’d been trying to find something for a while, but everything was too expensive or seemed like it might be too difficult for a beginner/elementary student. Then I found this:

Game of Thrones in Russian

Hello Mr Bean 😉

That’s right, Game of Thrones, in Russian, with Sean Bean on the cover. What was that about having something you wanted to pick up? I already had the e-book in English, and we have a paper copy of it at school, making it the perfect choice as I wouldn’t have to buy another book to be able to compare the Russian and English versions.

Without Lizzie talking about how she’d been reading Harry Potter in Italian from the beginning, I would never have been brave enough to try GoT. Now I’ve finished the first chapter. It’s taken me about two hours in total, broken down into 10-20 minute stints, but it never felt like a chore. Instead it was a puzzle, as I compared what I could see on the page, what I could guess, and what I could remember from the story. Each page took about ten minutes, and I reread the whole thing many times, firstly in Russian more than once, then reading the English, then going back and reading the Russian, then reading both side-by-side. Each time I reread it I noticed more patterns and more words I recognised, and I really want to continue with this. I’ve also started a ‘Game of Thrones’ page in my vocabulary notebook, including such words as меч and книжал (sword and dagger), and useful phrases like Здесь что-то не так (‘Something’s wrong here’). In her post about 12 things she’s learnt about language learning, Lizzie mentioned that learning a new word is like making a new friend, and that’s exactly how it feels.

In general, I’ve always tried to read everything around me (signs, posters, packets…) Now I feel very comfortable with the Cyrillic script. My writing of it has changed over time, developing to become more natural, and requiring less conscious processing. The more I read, the faster I can pick out the words, although I still find I have to stop and go back quite a lot, especially with some of the really long words.


Back in January, I wrote about the downsides of beginning again in a new place:

I can’t do some of the things I enjoy, like going to the cinema and switching off. I can still go, but I have to think, not least because a lot of the films here are in Ukrainian, which I don’t speak at all. Watching a film at home is good, but it’s not the same.

Going to the cinema has always been one of the motivations for me to study more Russian, helped by the political changes here which mean that all films are now in Russian, not Ukrainian. This month I’ve finally taken the plunge and started going. I saw X-Men: Days of Future Past on June 1st, and Maleficent on June 9th. I’m planning to see the second How to train your dragon film next week. Before seeing each film, I watched all the trailers I could find in English to give me an idea of the story and so I would know some of the lines. For Maleficent I watched one in Russian too and looked up the words ‘curse’, ‘evil’ and ‘witch’, all of which I promptly forgot, but recognised when I heard them in the film. This afternoon I’m going to see How to Train Your Dragon 2, and through the Dreamworks YouTube channel I’ve seen the first five minutes of the film, plus about 8 other clips, so I feel like I know the story! Having said that, I don’t want to read too much, as I still want to enjoy the story as it unrolls.

It’s amazing how good it felt to sit in the cinema again, to let the language wash over me and enjoy the experience. I probably understood about 30-40% of each film, helped by my preparation, but that was enough, and every time I go I’ll understand more. In both films I heard words and phrases which I’d picked up in the process of journal writing and reading GoT, as well as through the more ‘conventional’ language learning. I even got one or two of the language-dependent jokes, giving me a high each time.

I bought and watched Up on DVD, which I also really enjoyed. When you’re starting off, I think it’s a much better idea to revisit familiar stories in books and films, rather than try to decode something completely new. You get a lot of motivation from it, but because you already know the story/world/characters, you have more processing capacity to deal with the language.

I’ve also listened to the song ‘Happy End’ with lyrics (thanks to my Russian teacher’s excellent website, which she didn’t tell me about until recently!), a short YouTube video (my first example of Russian comedy) and the first ten minutes of the dubbed version of episode 1 of How I Met Your Mother. I didn’t get on with that at all because I couldn’t deal with being able to hear the English underneath. I’d love to find it with only the Russian as it’s one of my favourite series, and it would be a great excuse to watch it all again!

Grammar and speaking

Most of the grammar we’ve studied in my lessons has come from my questions, based on things I’ve written/read/heard. It’s often said that Russian grammar is really complicated, and there’s certainly a lot of it for a beginner to get their head around. It’s true that I have an advantage because of my other languages, but I think it could be good for a learner to at least see lots of different grammar, but without worrying too much about trying to use it. For me, knowing that the grammar exists means that I’m primed to notice it, and am even starting to use some of it in the right place at the right time.

The best example of noticing was when I asked my teacher how to express comparatives (e.g. bigger/smaller/faster than), then came home, looked out my window at a banner I’ve been ‘reading’ all year, and noticed that it’s a comparative structure!

Better prices than those of others

‘Better prices than those of others’

This week I’ve also finished the memrise Learn Basic Russian course, which I started studying again about two weeks ago after a six-month break. It was interesting to go back to as I can see some of the grammar patterns I’ve studied in the sentences that are included in the higher levels.

The fact that I don’t really care if what I say is grammatically correct or not, as long as I’m communicating, does cause the occasional problem. However, I can mostly get my message across through set phrases, vocabulary, and the basic grammar I do know, along with mime, gestures, and the patience and goodwill of the person I’m speaking to. I’ve managed to buy a bikini by myself, as well as a pair of trainers which are suitable for the warm weather (no easy feat as I have inserts in my shoes which make buying shoes very challenging!) Both processes took 20-30 minutes, and I was really tired afterwards, but I persevered and got what I wanted.

(I think) I feel like lower-level learners should be made aware of how bits of grammar work, but then should be encouraged to read and listen to see how it’s used in context. They should also rote learn set phrases which they can ‘edit’ by slotting in other key vocabulary items as needed. I’ve done very few grammar exercises as part of my Russian studies, and these were mostly connected to cases. They helped me to memorise the form a little, but I really needed to be exposed to them a LOT to actually be able to use them.

Vocabulary, set phrases and pronunciation

In my last post I said:

In some classes, I give my teacher English sentence after sentence I’ve tried to say in Russian during that week, but didn’t know, ask her to translate them, then fail to learn them. This week we have a week off school and I’ve finally had time to dedicate to Russian. I’ve copied out the sentences onto cards (made from A4 pieces of paper cut into 16 rectangles, yellow because it’s a happy colour!), with pictures on the other side as prompts. There’s a huge backlog, and I have no idea how long it’ll take to actually learn them.

Every time I get a seat on the bus, I go through a few of the cards. I have about ten with me at any one time, in a handy mobile phone case my friend gave me, which has a pocket on the front. The ones I don’t know are in the main pocket, and when I think I know them, I put them in the front.

Sandy's sentence card holder TM

Sandy’s sentence card holder TM

During my lesson, I check them with my teacher, who tells me whether my pronunciation is correct or not. My very first Russian lesson was a fairly comprehensive guide to Russian pronunciation, which was a lot of information to take in, but gave me an excellent grounding for everything since. We’ve returned to it many times since, and have added one or two of the more obscure pronunciation rules. Having sound-spelling relationships clear in my head has made a huge difference, but stress placement is still very difficult for me. Like English, Russian has fairly unpredictable stress patterns, and the stress should be marked on every new word.

In a week, I can generally learn about 10-15 of these sentences, and it’s getting easier to memorise them as I start to make connections between the sentences, as well as to the language I’ve been exposed to through reading and listening. It’s incredibly motivating to see the pile of sentences I know get bigger and bigger, and I’ve cleared most of the backlog. This is the situation as it stands now:

i know the ones on the left

Left = ‘known’, right = unknown

…although I should probably go through the ‘known’ cards and see whether I still remember them! By memorising sentences, I have phrases I can deploy in the situations I most commonly encounter, and I can ‘edit’ them as and when I need them. I haven’t always been able to drag them up at the appropriate time, but at least knowing that I’ve been able to memorise them once has made me more confident. As my stock of phrases builds, I’ll be more and more likely to retain them, or at least, I hope so!

This reflects something Ann Loseva wrote in her post about grammar on itdi:

  • These linguistic discoveries need to go through cycles of repetition, to be re-discovered many times before I might hope for them to sink in.
  • The more I learn, the more confirmed I become in that we desperately need vocabulary if we want to actually produce sentences. It’s the first thing to escape memory, too.

When it all went wrong

Considering the amount of times I’ve been in situations where I’ve had to speak or understand Russian, I’m lucky that I’ve only had two situations where communication has completely broken down and I haven’t been able to patch it up.

The first was at the hairdresser’s. She’d cut my hair twice previously, so i though it would be easy: I’d just go and she’d do it. At most, I’d have to say ‘Cut it like before’. Except I forgot to find out how to say that… When I sat down, she held up my hair and said something, but I only understood the word ‘short’. I took that word, added the context of the weather suddenly being a lot hotter, and thought she’d asked me ‘Do you want it shorter than before?’, so I said ‘No’. The conversation descended into complete incomprehension, as neither of us could work out what the other was saying. In the end, my Russian teacher translated for us over the phone. Later in the appointment, we continued talking, and she told me she was surprised by my response to her first question, as she couldn’t cut my hair longer! In fact, we’d she’d said was something along the lines of ‘Do you want it short here?’

The other example was on the bus. I had my headphones on, and called out the name of the next stop, where I wanted to get off. Three men were standing in the aisle, and one of them laughed and started talking to me. I took off my headphones, but couldn’t understand what he was saying, even though he rephrased it and said it many times. Just as we stepped off the bus, I realised that he’d been telling me he’d called out the name of the stop at the exact same time as me. In English, that would have prompted a quick laugh and the end of the dialogue. In Russian, we were talking for a couple of minutes and I got quite frustrated! Context, and continuing to try to make meaning from what I’d heard after the conversation was over meant I finally understood. During X-Men there was also a line which I didn’t understand when I first heard it, but there was no dialogue for a minute or so afterwards, giving me time to process it again and work out what the character said (the line about JFK) 🙂 This is why it’s important to give students processing time after they listen, and sometimes pauses while listening.

In summary

  • Make study a ten-minute habit, rather than an hour-long chore.
  • Find ways to visualise what you’ve learnt (on a calendar, a language flower, a pile of cards).
  • Give yourself processing time. You don’t have to understand things immediately, especially when you’re starting out.
  • Study and learn from your mistakes, but don’t let them stop you from trying again.
  • Do the things that interest you – ignore people if they say it’s ‘above your level’, and try new things regularly.
    (On that note, I’ve only done three, maybe four, of the ten minute activities I suggested at the end of my previous post.)
  • Build up a bank of successful experience, whether it’s reading, writing, listening, speaking, or remembering words and grammar. Focus on all of the things you’ve been able to do (not what you haven’t), and notice how much more you can do the next time round.
  • Buy pretty notebooks and comfortable pens 😉

In a happy coincidence, that list is pretty similar to an infographic showing the ‘perfect language learner’ which I saw for the first time yesterday, courtesy of St. George International school in London:

The perfect language learner (infographic)

A final word

I’ve come a long way with my Russian over the last few weeks. I feel so much more confident, and I’ve (mostly) lost the helpless feeling I have when I’m out on my own. I still can’t communicate in many situations, but I can at least try. Writing my first post was the catalyst I need to build Russian into my life properly (one of the reasons I love blogging). I’ve found a whole range of things I like using my Russian for and I feel like it’ll be much easier to continue now. Thanks to everyone who offered me ideas the first time round, and I hope that you find something you can take away from this post.

How I’m learning Russian

I’d hate to have me as a student.

I very rarely do homework, so much so that my teacher has given up setting it for me.

I cancel about one lesson in four, normally the one on a Saturday. I’ve recently moved it to a Thursday in the hope that I’ll be more likely to have time then. I have two 90-minute lessons a week, the other being on Monday. We’ve never managed to make up a missed lesson, and since I pay on a lesson-by-lesson basis, this must create quite a lot of financial uncertainty, which I feel bad about.

At times, I hijack the lesson and tell my teacher exactly what activities I want to do. The last example of this was after she used a bilingual Quizlet set to introduce clothes words to me at the end of our Monday lesson. In a very rare spurt of motivation, I had twenty minutes on Wednesday night, and ten minutes on Thursday morning during which I managed to play with the words and kind of learn about 70% of them. I started the lesson by drawing pictures of clothes all over the board and writing the words next to them.

Russian clothes on the board

This took about 20 minutes. I then asked my teacher to define words for me, which meant she had to teach me verbs like ‘wear’, ‘get dressed’ and ‘put on’, and prepositional phrases like ‘on your head’, ‘on your feet’. She then turned the tables and made me define words for her. This whole process took 90 minutes, and meant we had no time to do anything she had prepared. I wrote notes throughout, and listened to and spoke more Russian than I had in any other lesson throughout the year. She told me: “You’re ready for it now.”

I constantly make demands about what I want from my lessons. My main demand is to have my lessons entirely in Russian (or as entirely as possible for a beginner/elementary student), but this is difficult because of the above statement/belief, that you have to have a certain amount of language to be ‘ready’ to speak/listen to more. This is not a choice I have in the real world, where I have to deal with whatever is thrown at me, and the person who’s speaking to me often doesn’t know how to change their language to help me understand.

We’ve also got into the habit of speaking English in class. In an average 90-minute lesson my teacher probably speaks about 10 sentences of spontaneous Russian which are not read from a piece of paper and/or accompanied by an English translation. I speak less than this, and occasionally read new vocabulary/sentences from the page, although this is not consistent – I probably only say about 50% of the new language that is introduced to me during any one class. Both of us have spoken a bit more Russian in the last couple of lessons because I’ve made more of an effort, but it hasn’t lasted long. The rest of the lesson is in English, including chats and all grammar explanations. I rarely have to produce any Russian that isn’t part of a drill based on an exercise from a worksheet. I’m trying to speak a bit more Russian in class now, but I don’t have a lot of the classroom language I need unless I ask for it to be translated, because I’ve never heard it or been made to use it.

Most of the published materials my teacher uses are taken from a text-only coursebook, with lists of vocabulary and dialogues, or a slightly more ‘designed’ coursebook with some pictures and tables. Both of them are through the medium of English. I have no idea how you find published materials to learn Russian if you don’t already speak English (this is true of a lot of none-EFL materials). We have occasionally used a website with some very entertaining short videos telling the story of John, a Canadian visiting Russia, which is available in various languages. The videos are very short – less than a minute each – and accompanied by subtitles in Russian or other languages if you want to read them.

We have never listened to any ‘real’ Russian in class, like music or videos, or any audio designed for the classroom. All of my listening practice comes from life outside the classroom, very rarely with support from an English-speaker to help me, but English speakers normally do the work if they’re there, rather than me! That means that most of the time I’m trying to piece things together myself, using what skills I’ve picked up from learning other languages, and the pre-intermediate Czech that I know. This has, of course, got easier as the year has progressed.

I demand context, trying to move away from isolated vocabulary. I constantly ask for the prepositions and cases that go with the verbs/nouns, even though I know I won’t remember them at the moment. I try to get as much new language in sentences as possible. Having said that, I find the Quizlet sets useful for building up sets of vocabulary in topics like the body or clothes. I’m trying to get exposure to as much language as possible while I have access to somebody who can mediate it for me. During a lesson which isn’t based on materials, we fill a notebook with random notes. There’s a lot of Russian here, but it’s almost all written – there’s very little speaking, very little controlled practice, and almost no free(r) practice at all, unless I instigate it. The bit of text you can see in the top-left corner of the page is the second half of twenty minutes worth of writing I did at home to force myself to produce an extended stretch of Russian.

My Russian notebook

In some classes, I give my teacher English sentence after sentence I’ve tried to say in Russian during that week, but didn’t know, ask her to translate them, then fail to learn them. This week we have a week off school and I’ve finally had time to dedicate to Russian. I’ve copied out the sentences onto cards (made from A4 pieces of paper cut into 16 rectangles, yellow because it’s a happy colour!), with pictures on the other side as prompts. There’s a huge backlog, and I have no idea how long it’ll take to actually learn them.

Sentence cards

Sentence cards with pictures

My teacher has a degree in teaching Russian. She is a native speaker of the language, who also speaks very good English and knows bits of other languages, so can occasionally tell me when grammar is similar to other languages I speak. She is a lovely person to put up with me. She puts a lot of time and effort into preparing lessons and materials. Here’s an example of a summary of tenses she made:

Russian tense summary

She’s also started making Quizlet sets for me after I showed her the site and she realised that it motivated me! I copy the sets she’s made and get rid of the English if I can, trying to make things Russian only. When I got ill and was given a special diet, she translated the sheet I was given by the doctor and made me a list of all of the food in Russian and English, with pictures for things I might not know. When I found out just before a lesson that my grandad had been taken into hospital, she took me for a walk in the park and we chatted, then wouldn’t let me pay for the lesson.

The last lesson we had was at my flat, and she decided to try something different. We labelled everything in my kitchen that I didn’t know the names of already. I’d been meaning to do this for ages but hadn’t got round to it. We did this entirely in English, with me asking ‘How do you say…?’ in English. I was never forced to use Russian, and I forgot to try. I could have practised using the words in sentences and spelling them – although I can read Russian confidently now, I still have no idea how to say a lot of the letters. We could also have played a describing game again, but I didn’t think about that until I was writing this.

Russian has taken over my kitchen!

Russian has taken over my fridge!

When I have time, normally in three- to four-hour blocks about every six weeks, I transfer the language in my class notebook to a vocabulary notebook, organised by topic. This is the first time I’ve tried this approach, and I mostly use it as a dictionary. Copying the words/phrases helps me to recognise them, but I haven’t really used the notebook to learn.

My vocabulary notebook - pictures

With pictures and colours where possible…

My vocabulary notebook - English

…with English where it’s not. (or when I run out of motivation)

My vocabulary notebook - mix of pictures and English

With colour-coding to show grammar patterns

I also use index cards to write out grammar and some vocabulary sets, particularly those connected to time. I try to have as little English as possible on the cards, and use regular layout and colour-coding to help me reduce the need for English. If there is English, I often write it in tiny letters that are difficult to see – I want Russian to be the first thing I see when I look at the cards.

Russian index cards

Verb conjugation, time and reflexives

Index cards everywhere! Time time time...

Time index cards, showing colour-coding

I then blu-tack them all over my flat. (Blu-tack is the one thing that I always take with me when I move to a new place!)

Index cards everywhere!

Cards start on the cupboard I look at when I’m getting ready in the morning/doing my physio exercises

On the front door

They graduate to the inside of my front door when I think I know them. (Loosely arranged by grammar point, e.g. verbs at the top, and with the really easy stuff at the bottom)

Surrounded with postcards to be more interesting!

Surrounding them with postcards makes me more likely to look at them (maybe…)

This is what my desk looks like in the process:

My desk when I'm studying Russian


Some conclusions

  • Both the teacher and the student(s) need to have a lot of willpower to conduct the lesson entirely in the target language.
  • The student also needs to be given the classroom language they need to be able to operate in the target language.
  • The teacher needs to be flexible, to respond to the language that the student needs, the time they have available, and the mood they are in.
  • The student needs to make an effort to study what has been learnt in class.
  • Language should be introduced in context, rather than as isolated items. It should be learnt as chunks to start with, then pulled apart for grammar later.
  • Seeing language once is not enough. Students need to manipulate it, play with it, say it, use it, in class to help them remember it.
  • The student needs exposure to real language in the classroom environment to prepare them for what they will encounter outside the classroom.

Some methodological terms which I can hear you shouting at me

Comprehensible input

Lexical approach



What did I forget?

What’s next?

March and April have been pretty busy, both personally and professionally. They came not long after I’d finished Delta, and this week off has been a great opportunity to catch up and get a handle on a lot of things. Most of the things you can see in the photos in this post were written out in a one-day marathon study session. Three days later I had another whole day of study, which meant I finally finished copying everything out and caught up. This is something I want to avoid in the future!

I have therefore decided that in May I am going to try something (new) for thirty days and study Russian for 10 minutes every day. This could include any of the following activities:

  • Using my sentence cards, where I try to remember them/write them out
  • Reading my index cards out loud
  • Testing myself using my vocabulary notebook
  • Playing on Quizlet
  • Reading one of the free magazines/newspapers I’ve collected – highlighting the words I can understand
  • Watching a YouTube video in Russian, like Cheburashka or Russian Winnie the Pooh
  • Listening to a song and reading the lyrics (I need suggestions for this)
  • Writing a short text in Russian, including to Ann (who I wrote one short email to last time she suggested this!)
  • Recording myself speaking, then listening back and correcting it

Any other ten-minute activities I could try? I’ll let you know how it goes at the end of the month!

Update: here’s part two of the post, showing what I did over the following few weeks.

How I’m learning Chinese* (and why I should be learning Russian instead)

I’m a bit of a language addict. When I’m not trying to learn a new language I always feel a bit like there’s something missing from my life.

In April last year my school offered a short beginner’s course in Mandarin which lasted for 10 weeks. I joined it, and decided that Mandarin would be my next language – it’s different to anything I’ve learnt before and is a real challenge, but at the same time, it has a logic to it that appeals a lot. It will also open the door to whole culture that has always interested me: I’ve always wanted to visit China, although I’ve never really wanted to live there. Unfortunately, as the course finished my life became full of other things, namely London 2012 and then Delta.

So it was that I forgot pretty much everything I studied last year. However, I always planned to pick up Mandarin again as soon as my Distance Delta course was finished. I even got two Chinese books for my birthday: Teach Yourself Mandarin Chinese*, and the Chinese Visual Dictionary. Last week I finally got started, with the support of my friend Catherine, who studied languages with me at uni and is joining me in my quest.

Catherine and I in Bavaria, where we hatched our Mandarin plan...

Catherine and I in Bavaria, where we hatched our Mandarin plan…

We’re using the 15-Minute Chinese book to get us started, and create some form of (almost) daily study habit, with the plan of moving on to the other books later. We’re going to Skype every Thursday and try out what we’ve learnt that week. I’ve created Quizlet sets for each page we’ve studied so far, which have been a very useful step in my learning, especially in terms of recognising characters. I’ve also been using two courses on memrise: Learn Basic Chinese: read a menu and HSK level 1 – introductory Mandarin. Memrise is one of my new favourite websites, and I’ve become a bit of an addict. They have just (a month ago) released an app, which I have on my phone and tablet, and I also use it online at least twice a day. So far I can introduce myself, count to 99 (although I’m still mixing up 6, 7 and 9 a lot) and talk a little about my family. I can also read a Chinese menu (I’ve pretty much finished that memrise course) and recognise some other basic characters. This is the first time I’ve tried to learn a language without classes or a teacher, and I’m hoping Catherine and I can motivate each other, as I find studying alone to be very easy to back out of!

So why should I be learning Russian then? Well, in September, visa-permitting, I will be moving to Sevastopol in Ukraine to join the team at IH Sevastopol as a DoS (Director of Studies)**.

Image from Wikimedia Commons

Image from Wikimedia Commons

Despite being in Ukraine, the city is mostly Russian-speaking, as it is the base for the Russian Black Sea fleet. To that end, I’ve been using memrise to learn the Russian alphabet, and have started to pick up a few basic phrases. It helps that I already speak some Czech, as some of the basic words are pretty similar once I’ve deciphered the letters. I plan on learning more before leaving the UK, but for now I want to focus on Mandarin as I’ve been planning to study it for so long!

I’m really enjoying the challenge of deciphering another (two) language(s), and I’m looking forward to my new adventures in Ukraine. It looks like a beautiful country and a very exciting job, in a school which is growing fast. It will be my first experience at management level too, although I’ll still be doing a lot of teaching. If you’d like to join me, the school is also looking for a teacher who enjoys teaching young learners. Let me know if you’re interested and I can put you in touch with the director of the school.

So for now, 再见 and до свидания. I’ve got some studying to do… 🙂

*All book links are to Amazon, and I will get 10% if you buy after clicking these links. Thank you!

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