stellauk -> RE: Like, teenaged girls (4/11/2011 3:07:44 AM)
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ORIGINAL: sunshinemiss Get is the MOST DIFFICULT word to teach. This is also what I believed until a Canadian teacher convinced me otherwise. We were trying to solve one of the major bugbears of teaching English as a second language - teaching a foreign student the difference between 'have' and 'have got'. Seriously, if anyone is a language teacher this specific problem costs you sleep and time trying to think up ways how to teach it in a way that students will 'get' it (yes, I know, please don't shoot me). Get is one of those 'psychology' words, like do, make, take, and have. Native speakers of English use all these words to indicate what they feel and think about a given activity. For example consider the difference in feeling and implication between 'make love' and 'have sex'. Similarly there's a difference between 'taking a shower' and 'having a shower'. Now 'get' implies a choice, an intention, determination, something you obtain, or something that happens as a result of a choice or a decision.. Literally 'to go' after something. get married get divorced get a pizza get the beers in Consider that to 'get caught' you have made a choice to do something that you're not supposed to be doing, and to 'get wet' is to put yourself in a position where you become exposed to water. For example, going out in the rain and choosing not to take an umbrella. This is the only difference, and its a negligible one, and if you ask fifty different native speakers of English you're going to get at least a dozen different opinions. English is a universal language, it's non-standard, even in the countries where it is the native language where you will always find at least two standards, if not more. This is why when a native speaker of English opens their mouth and speaks you can generally tell where they come from or where they have spent a major part of their lives, their education, their social class, their occupational field, and so much more, all coded in the way they speak the language. Personally I found the biggest difficulty was teaching students how spelling and pronunciation worked together. I mean you have 'cough', then you have 'bough', and then you have 'enough', and then 'through', and then 'thought'. And usually by then you have a group of confused students looking at you as if you've just arrived from the planet Mars.
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