Category Archives: ESL/Cultural Communications

English as a second language and cultural challenges and differences in communication

20 Common Grammar Mistakes That (Almost) Everyone Makes

20 Common Grammar Mistakes That (Almost) Everyone Makes

Column by Jon Gingerich January 31, 2012

I’ve edited a monthly magazine for more than six years, and it’s a job that’s come with more frustration than reward. If there’s one thing I am grateful for — and it sure isn’t the pay — it’s that my work has allowed endless time to hone my craft to Louis Skolnick levels of grammar geekery.
As someone who slings red ink for a living, let me tell you: grammar is an ultra-micro component in the larger picture; it lies somewhere in the final steps of the editing trail; and as such it’s an overrated quasi-irrelevancy in the creative process, perpetuated into importance primarily by bitter nerds who accumulate tweed jackets and crippling inferiority complexes. But experience has also taught me that readers, for better or worse, will approach your work with a jaundiced eye and an itch to judge. While your grammar shouldn’t be a reflection of your creative powers or writing abilities, let’s face it — it usually is.
Below are 20 common grammar mistakes I see routinely, not only in editorial queries and submissions, but in print: in HR manuals, blogs, magazines, newspapers, trade journals, and even best selling novels. If it makes you feel any better, I’ve made each of these mistakes a hundred times, and I know some of the best authors in history have lived to see these very toadstools appear in print. Let’s hope you can learn from some of their more famous mistakes.

Who and Whom

This one opens a big can of worms. “Who” is a subjective — or nominative — pronoun, along with “he,” “she,” “it,” “we,” and “they.” It’s used when the pronoun acts as the subject of a clause. “Whom” is an objective pronoun, along with “him,” “her,” “it”, “us,” and “them.” It’s used when the pronoun acts as the object of a clause. Using “who” or “whom” depends on whether you’re referring to the subject or object of a sentence. When in doubt, substitute “who” with the subjective pronouns “he” or “she,” e.g., Who loves you? cf., He loves me. Similarly, you can also substitute “whom” with the objective pronouns “him” or “her.” e.g., I consulted an attorney whom I met in New York. cf., I consulted him.

Which and That

This is one of the most common mistakes out there, and understandably so. “That” is a restrictive pronoun. It’s vital to the noun to which it’s referring.  e.g., I don’t trust fruits and vegetables that aren’t organic. Here, I’m referring to all non-organic fruits or vegetables. In other words, I only trust fruits and vegetables that are organic. “Which” introduces a relative clause. It allows qualifiers that may not be essential. e.g., I recommend you eat only organic fruits and vegetables, which are available in area grocery stores. In this case, you don’t have to go to a specific grocery store to obtain organic fruits and vegetables. “Which” qualifies, “that” restricts. “Which” is more ambiguous however, and by virtue of its meaning is flexible enough to be used in many restrictive clauses. e.g., The house, which is burning, is mine. e.g., The house that is burning is mine.

Lay and Lie

This is the crown jewel of all grammatical errors. “Lay” is a transitive verb. It requires a direct subject and one or more objects. Its present tense is “lay” (e.g., I lay the pencil on the table) and its past tense is “laid” (e.g., Yesterday I laid the pencil on the table). “Lie” is an intransitive verb. It needs no object. Its present tense is “lie” (e.g., The Andes mountains lie between Chile and Argentina) and its past tense is “lay” (e.g., The man lay waiting for an ambulance). The most common mistake occurs when the writer uses the past tense of the transitive “lay” (e.g., I laid on the bed) when he/she actually means the intransitive past tense of “lie” (e.g., I lay on the bed).

Moot

Contrary to common misuse, “moot” doesn’t imply something is superfluous. It means a subject is disputable or open to discussion. e.g., The idea that commercial zoning should be allowed in the residential neighborhood was a moot point for the council.

Continual and Continuous

They’re similar, but there’s a difference. “Continual” means something that’s always occurring, with obvious lapses in time. “Continuous” means something continues without any stops or gaps in between. e.g., The continual music next door made it the worst night of studying ever. e.g., Her continuous talking prevented him from concentrating.

Envy and Jealousy

The word “envy” implies a longing for someone else’s good fortunes. “Jealousy” is far more nefarious. It’s a fear of rivalry, often present in sexual situations. “Envy” is when you covet your friend’s good looks. “Jealousy” is what happens when your significant other swoons over your good-looking friend.

Nor

“Nor” expresses a negative condition. It literally means “and not.” You’re obligated to use the “nor” form if your sentence expresses a negative and follows it with another negative condition. “Neither the men nor the women were drunk” is a correct sentence because “nor” expresses that the women held the same negative condition as the men. The old rule is that “nor” typically follows “neither,” and “or” follows “either.” However, if neither “either” nor “neither” is used in a sentence, you should use “nor” to express a second negative, as long as the second negative is a verb. If the second negative is a noun, adjective, or adverb, you would use “or,” because the initial negative transfers to all conditions. e.g., He won’t eat broccoli or asparagus. The negative condition expressing the first noun (broccoli) is also used for the second (asparagus).

May and Might

“May” implies a possibility. “Might” implies far more uncertainty. “You may get drunk if you have two shots in ten minutes” implies a real possibility of drunkenness. “You might get a ticket if you operate a tug boat while drunk” implies a possibility that is far more remote. Someone who says “I may have more wine” could mean he/she doesn’t want more wine right now, or that he/she “might” not want any at all. Given the speaker’s indecision on the matter, “might” would be correct.

Whether and If

Many writers seem to assume that “whether” is interchangeable with “if.” It isn’t. “Whether” expresses a condition where there are two or more alternatives. “If” expresses a condition where there are no alternatives. e.g., I don’t know whether I’ll get drunk tonight. e.g., I can get drunk tonight if I have money for booze.

Fewer and Less

“Less” is reserved for hypothetical quantities. “Few” and “fewer” are for things you can quantify. e.g., The firm has fewer than ten employees. e.g., The firm is less successful now that we have only ten employees.

Farther and Further

The word “farther” implies a measurable distance. “Further” should be reserved for abstract lengths you can’t always measure. e.g., I threw the ball ten feet farther than Bill. e.g., The financial crisis caused further implications.

Since and Because

“Since” refers to time. “Because” refers to causation. e.g., Since I quit drinking I’ve married and had two children. e.g., Because I quit drinking I no longer wake up in my own vomit.

Disinterested and Uninterested

Contrary to popular usage, these words aren’t synonymous. A “disinterested” person is someone who’s impartial. For example, a hedge fund manager might take interest in a headline regarding the performance of a popular stock, even if he’s never invested in it. He’s “disinterested,” i.e., he doesn’t seek to gain financially from the transaction he’s witnessed. Judges and referees are supposed to be “disinterested.” If the sentence you’re using implies someone who couldn’t care less, chances are you’ll want to use “uninterested.”

Anxious

Unless you’re frightened of them, you shouldn’t say you’re “anxious to see your friends.” You’re actually “eager,” or “excited.” To be “anxious” implies a looming fear, dread or anxiety. It doesn’t mean you’re looking forward to something.

Different Than and Different From

This is a tough one. Words like “rather” and “faster” are comparative adjectives, and are used to show comparison with the preposition “than,” (e.g., greater than, less than, faster than, rather than). The adjective “different” is used to draw distinction. So, when “different” is followed by a  preposition, it should be “from,” similar to “separate from,” “distinct from,” or “away from.” e.g., My living situation in New York was different from home. There are rare cases where “different than” is appropriate, if “than” operates as a conjunction. e.g., Development is different in New York than in Los Angeles. When in doubt, use “different from.”

Bring and Take

In order to employ proper usage of “bring” or “take,” the writer must know whether the object is being moved toward or away from the subject. If it is toward, use “bring.” If it is away, use “take.” Your spouse may tell you to “take your clothes to the cleaners.” The owner of the dry cleaners would say “bring your clothes to the cleaners.”

Impactful

It isn’t a word. “Impact” can be used as a noun (e.g., The impact of the crash was severe) or a transitive verb (e.g., The crash impacted my ability to walk or hold a job). “Impactful” is a made-up buzzword, colligated by the modern marketing industry in their endless attempts to decode the innumerable nuances of human behavior into a string of mindless metrics. Seriously, stop saying this.

Affect and Effect

Here’s a trick to help you remember: “Affect” is almost always a verb (e.g., Facebook affects people’s attention spans), and “effect” is almost always a noun (e.g., Facebook’s effects can also be positive). “Affect” means to influence or produce an impression — to cause hence, an effect. “Effect” is the thing produced by the affecting agent; it describes the result or outcome. There are some exceptions. “Effect” may be used as a transitive verb, which means to bring about or make happen. e.g., My new computer effected a much-needed transition from magazines to Web porn. There are similarly rare examples where “affect” can be a noun. e.g., His lack of affect made him seem like a shallow person.

Irony and Coincidence

Too many people claim something is the former when they actually mean the latter. For example, it’s not “ironic” that “Barbara moved from California to New York, where she ended up meeting and falling in love with a fellow Californian.” The fact that they’re both from California is a “coincidence.” “Irony” is the incongruity in a series of events between the expected results and the actual results. “Coincidence” is a series of events that appear planned when they’re actually accidental. So, it would be “ironic” if “Barbara moved from California to New York to escape California men, but the first man she ended up meeting and falling in love with was a fellow Californian.”

Nauseous

Undoubtedly the most common mistake I encounter. Contrary to almost ubiquitous misuse, to be “nauseous” doesn’t mean you’ve been sickened: it actually means you possess the ability to produce nausea in others. e.g., That week-old hot dog is nauseous. When you find yourself disgusted or made ill by a nauseating agent, you are actually “nauseated.” e.g., I was nauseated after falling into that dumpster behind the Planned Parenthood. Stop embarrassing yourself.


If you’re looking for a practical, quick guide to proper grammar, I suggest the tried-and-true classic The Elements of Style, by William Strunk, Jr. and E. B. White. A few of these examples are listed in the book, and there are plenty more. Good luck!
Original link:  http://litreactor.com/columns/20-common-grammar-mistakes-that-almost-everyone-gets-wrong

Organizing Our Thoughts for Quick Delivery and Impact

Hello fellow communication enthusiasts,
Today’s tip is on organizing one’s thoughts better so that we can speak faster and easier to others, especially when we are put on the spot or in a fast-paced work environment.
Think of your intended message as an iceberg, floating in the ocean.  We can see the tip from the land and sea, but we cannot see the rest of the iceberg, typically 90%, until we go under water.  We know it’s there but our first impression is based on the tip of the iceberg that we see. 
When you deliver a thought or message you essentially have 2 choices – to start with the 10% ‘point’ or the 90% ‘body’. 
Our goal should be to summarize our information into just the main point, and deliver it as precisely as possible and in as few sentences as possible.  After delivery, wait for a response to see if you need to continue into further details. 
For example, if someone asks you what you did on the weekend, you have two ways to answer:
1.  “I took the kids to the water park for some fun times.  It was great!”
2. “I took my 3 kids, Jack, Jill and Mary to Wave-O-Rama Water Park, you know the one just outside the city?  Anyway we spent the day walking around, looking at some interesting sites, of course playing in the water too!  They had slides, wading pools, water gun fighting and a bunch of other stuff.  It was great and I really recommend you take your family there soon!”
Now there is nothing wrong with #2 if the other person wanted all the extra info.  The challenge is in knowing if he or she really wanted all the details, right?  So it could be that you are giving valuable extra information, or it could be that you are giving what they consider non-important and boring extra information!  That’s tricky.
In answer #1 you have answered the question directly and precisely, and are now waiting and watching/listening to understand if your conversation partner wants any extra details.  They will ask if they want or need more info.  They will continue on if they do not.  Simple.
Our above example is a personal dialogue, but the iceberg theory of giving information or answering questions works very well in business discussions too.  So from now on, practice giving a shorter, more direct answer (with appropriate tone though) especially when you are in a busy or fast-paced environment.  It will save you and your conversation partner time and allow you to be better organized in the presentation of answers and information. 
That’s all for today folks. 
Thank you,
Coach Ric

A Great Post on Defining A Business English Program

Author Paul Emmerson reflects on in-work and pre-experience Business English.

What is Business English? A naïve question to be sure, but a good one to step back and ask from time to time.
Below, in blue, is a nine-point answer to that question that I wrote along with my colleague Nick Hamilton back in 2000. It was going to be the Introduction to Five Minute Activities for Business English (CUP) but never made it into the book.

  1. You start with a Needs Analysis.
  2. The Needs Analysis leads on to a negotiated syllabus. There is no ‘main’ coursebook, although a selection of coursebook and other material may be used. The classroom tasks and texts are personalized, based around the interests and needs of those particular students.
  3. The syllabus is designed around communication skills (telephoning, meetings, presentations etc.) and business topics (management, marketing, finance etc.), not the English verb tense system.
  4. Language work is more lexical, including collocation and functional language, and less grammatical than General English. Pronunciation is another important area, especially the ability to break up speech into appropriate phrases (phonological chunking) and to use stress to highlight key information.
  5. Teaching methodology includes much use of tasks, role-plays, discussions, presentations, case studies and simulated real-life business situations. Approaches and materials are mixed and matched, but there is unlikely to be a high proportion of conventional Present-Practice lessons where one grammar point provides the main thread of a lesson.
  6. Much language work is done diagnostically following speaking activities. Feedback slots are used for checking, correcting and developing language (Output->Reformulate rather than Input->Practice).
  7. There is use of a range of authentic and business material (magazine articles, off-air video, company documents).
  8. Delivery of the course is different: the students are ‘clients’ with high expectations, the teachers are professional ‘trainers’ (or perhaps even Language Consultants). Teachers and students sit together round a table like in a meeting rather than in the classic GE ‘U’ shape with the teacher at the front. Conversation across the table may develop its own dynamic far removed from the teacher’s lesson plan.
  9. While teachers are expected to be competent as Language Consultants, classroom managers etc. they are usually not expected to be business experts. This is a language course after all, not an MBA. However teachers are expected to have an interest in business, ask intelligent questions, and slowly develop their knowledge of the business world.                                       
  10.  – To continue reading this awesome article and discussion, please visit the original link here:  http://bebcblog.wordpress.com/2012/01/03/what-is-business-english-2/

CBC Marketplace Looks at Canada’s Worst Customer Service

Long checkout lines, difficult-to-find salespeople, and unfriendly customer service rank among Canadians’ biggest pet peeves when it comes to retail service, according to a poll done for CBC Marketplace.
The show, which begins its new season on Jan. 6 with a one-hour special, asked Canadians about their experiences — both positive and negative — with customer service in national retail chain stores, including: department and big box general merchandise stores; electronic stores; major fashion stores; furniture and furnishing stores; health and beauty/drug stores; and home improvement stores.
The poll didn’t survey people on their attitude towards banks, cable companies, cell phone/internet service, airlines, utilities, grocery/food services, restaurants, or automotive dealers/service.
Canadians’ biggest pet peeves in terms of bad customer service in the store include (figures indicate percentage of times each answer was among respondents’ top three):

  • Long lineups at checkout (42%).
  • Difficulty finding salespeople in the store (39%).
  • Rude/unfriendly salespeople (33%).
  • Salespeople who ignore you (24%).
  • Difficulty finding out how much products cost (23%).

Canadians also had some main gripes when it came to their post-purchase customer service experience. Those complaints included having to fight too hard to resolve issues, which was a top-three complaint for 51 per cent of respondents. A return policy that was limited to in-store credits — no cash refund — was a top-three complaint for 49 per cent of respondents, while a return policy with hidden limitations was cited by 47 per cent in their top three.
Asked to rank their top three most-important elements of in-store customer service, 54 per cent said clearly priced products, while 48 per cent said having advertised products in stock. Almost half — 48 per cent — said fast service at checkout lines was among their top three.
The results are based on an online survey conducted by Leger Marketing between July 19 and July 24, 2011. A total of 1,025 Canadians answered the survey.
View original CBC Marketplace link here:  http://www.cbc.ca/news/canada/story/2012/01/05/customer-service-pet-peeves-marketplace.html?cmp=rss 

The 20 Most Controversial Rules in the Grammar World | Online College Tips – Online Colleges

The 20 Most Controversial Rules in the Grammar World | Online College Tips – Online Colleges

Like anything else involving stringent rules and regulations, grammar harbors a hefty share of obsessive fanboys and fangirls who enjoy debating its ins, outs, and other various quirks. So of course controversies break out in academia, the media, and even intimate conversations between friends. Here are a few of the ones that churn stomachs and angry up the blood, in no particular order.

The Oxford Comma
Debates regarding whether the Oxford comma should keep on being used are comparable to those about the death penalty and/or abortion. Seriously. Most grammarians have an opinion on the subject, and their opinion is always right and never wrong ever and also they will use and insistent voice when relaying it.


The pronunciation of “controversial”

Go figure. Americans stand divided over whether to pronounce it “con-truh-VUR-see-yul” or “con-truh-VUR-shal.” You don’t even have to hop a plane across the pond to take part in the battle. Funny enough, Merriam-Webster‘s and The American Heritage Dictionary acknowledge both pronunciations. So now that a definitive answer exists, it’s time to get back to arguing about whether to call it soda, pop, or coke.


Double negatives

Although grammatically correct, debates regarding the permissibility of double negatives keep flaring up from time to time. Talks apparently originated when linguists pondered acceptance of the often controversial African-American Vernacular English, within which the grammar tweak is quite common. Unsurprisingly, these debates inherently come saddled with some rather unfortunate overtones.

(Hit the link above to see the original blog post and examples for each. I am just re-posting this as per their request. Enjoy!)

Toronto Hotel Blames Guest for Bad Internet

Last week I was honoured to have a client fly in to Toronto all the way from Paris, France to do a week of intensive communication coaching with me. It was her first time in Toronto and so I was more than happy to recommend some places to see, some restaurants to go and a few great hotels near my office.
I’m not going to mention the name of the hotel she chose in this post, simply because this story is technically ‘hearsay’ as I did not witness the conversations myself. Needless to say it is a very recognizable name and in a very popular area. I want to share with you her story to use as a learning lesson for those of you who are managers, customer service trainers, or leaders in your company, especially if you work in the hotel or guest services industry.

Quick Background: My client is a calm, mature, friendly and polite woman. She is very optimistic and enjoys her work and world travel. Her job frequently takes her to Washington 3 times a year, as well as to other US cities.

She came in to our session on the second morning and said “Okay – today I can feel that I’m in Canada and not the US”.
“Why is that?” I inquired.
“Because I called the front desk to tell them that my internet access that I paid for is not working properly, and she (the young lady at the front desk) said “well all of our other guest rooms are working properly. Maybe it’s your computer!”
“So I said it is not my computer. I do international business travel all the time and there is nothing wrong with my computer. I’ll even bring it down to you and show you.”
“So I brought my computer down to the front lobby to show them that the internet works perfectly there. They had no choice but to agree.”
“Finally they upgraded my room to a much bigger room now, for 2 people, and the internet works fine. I couldn’t believe it. In the US, you would never have had that conversation. Right from the beginning it would have been an apology and an attempt to fix the problem immediately or a move to a new room without the 30-minute discussion that wasted my time.”

In the end she was overall very happy with her first time in Toronto, and with her coaching as well.  🙂  But this short story is a reminder to those in customer service to be careful how you challenge guests, even accidentally, and to watch your word choice and tone of voice.

English Language Pronunciation Class Description

Here is a good description of what is involved in a typical English pronunciation (or accent reduction) class or coaching program.  Things are usually tailored to the particular English level, industry or work etc. but the main idea is explained clearly here:

English language pronunciation includes all the mechanical functions and skills of language sound production and the specific word pronunciation patterns of the English language in context.
The mechanical functions and skills include placement of the lips, tongue, use of teeth, glottis, expanding or contracting the mouth cavity, use of nasal passages and soft palate, vocal folds, controlling the intake and outflow of air, devoicing, breathing and timing.

English language pronunciation class skills and exercises include initial consonant and vowel pronunciation, syllable pronunciation, individual syllable stress patterns, diphthongs and consonant clusters, initial word pronunciation, syllable stress patterns in words, intonation and timing for words, phrases, clauses, complete sentences, expressions and interjections.

English language pronunciation class can take the form of individual drills or group drills by listening and repeating the correct English language pronunciation exercises.

English language pronunciation class can take the form of reading and speaking. Students are expected to read and speak aloud correctly pronouncing each of the words or passages.

Advanced English language pronunciation classes can include accent reduction. Accent reduction can be ‘un-learning’ incorrect pronunciation and re-learning correct English pronunciation. Accent reduction can also be the initial establishment or correction of pronunciation patterns, speed, timing, stress and intonation.

From the original site  http://www.eslincanada.com

Buy a Poppy, Wear a Poppy – Remember

wear a poppy over your heart!

You will see many people wearing a plastic Poppy (red flower) on their lapel (collar) these days (Nov 1st – 11th), in Canada, the UK and maybe some parts of the U.S.A.

November 11th is Remembrance Day (Veteran’s Day in the US) and it is time to remember the fallen soldiers who died in battle in various wars in our history.  The tradition started after the end of World War 1.

If you are not sure what wearing the poppy symbolizes, I can help.

1 – it is a symbol to remember the fallen soldiers who have fought for your/our country/freedom
2 – you wear it on your left lapel/collar, over your heart, but not on your right side
3 – it is not a symbol supporting war
4 – it is not a peace symbol
5 – it is not a fashion piece (although some people wear beautiful hand-made knitted ones!)
6 – money raised goes to help veterans (returned soldiers) live a little more comfortably
7 – You do not have to be born in Canada, UK or USA to wear one.  You can wear one to honour your own country’s losses in previous war.  It is about remembering fallen soldiers.
8 – It is a personal decision, but not a political or religious one.

For me, I wear a poppy every year, without fail.  My grandfather, Harold Phillips, fought in WW II, and survived.  His brother was not so lucky.  I wear a poppy to honour them and their comrades.  For me it’s close to my history and heart.  More information can be found here on the Poppy and the history:

https://www.legion.ca/remembrance/the-poppy

A famous poem taught in school even today was written by a Canadian Medic in WWI named John McCrae.  The poem is about poppies growing in Flanders Fields.  It is called ‘In Flanders Fields’.

In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.

We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.

Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.

John McCrae