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Twitter in Print

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Thanks to the recommendation of author and Twitterati star Mayumi Ishihara, my Twitter account for English learners (@readable) was featured in a Japanese business magazine. I think it’s still on the stands in Japan–look for the 9/21 issue of 日経ビジネス Associe. On page 98, Ms. Ishihara introduces a few Twitter accounts and hashtags that can be useful to Japanese learners of English. She’s the author of a recent popular book on using Twitter to practice actually using English, so I was really pleased that she liked my account enough to recommend it to others. I enjoy being in touch with international English learners via Twitter–as a US-based teacher (at the moment), it’s an interesting way to get in touch with the concerns of learners in EFL situations.

Learners’ Dictionaries

Gartus_Man_with_book from

I recommend a good learner’s dictionary (or two), not just for your students but also for you, the instructor. Naturally, you already know the meanings of almost all words that students are likely to ask you about, but the problem is that on-the-spot definitions (and even written ones) sometimes come out in the vein of “Well, it’s a sensation that…uh, a feeling that you get–well, most people get they’re frightened –oh, do you know frightened? I mean scared…and…”


There’s a reason for the profession of lexicography and the existence of special dictionaries! When I use the definitions in learners’ dictionaries to define words that are a little hard to explain, I find that students often understand the words much faster–I neither spend a lot of time confusing them nor do they have to resort to their L1 dictionaries (and they don’t get confused by the circular explanations, academic vocabulary, and obsolete historical definitions in regular English dictionaries).

I make a point of introducing learners’ dictionaries to my students and owning multiple levels of them. I tell my students that sometimes I use them myself to give definitions, because the dictionaries’ explanations are shorter, simpler, and focus on the useful/common meanings of a word. (I also spend time demonstrating how a good learner’s dictionary can save students from other dictionaries’ pitfalls, as the entries should include connotations like “disapproving”, and other features like collocations.) Anyway, I think they understand why I sometimes use these definitions with them. It would certainly be less than ideal if they thought I had to look up English words in the dictionary, but I don’t think any of them have wound up with that impression.

I think it’s useful to look at the different varieties out there to see which ones you prefer. They all have different features and different styles of defining words. Cobuild started out strong (as it was corpus-based) but has fallen behind the others in features and usability; I prefer Longman and Oxford. There’s also a recent Merriam-Webster dictionary, in “essential” and advanced, which I haven’t looked at. They produced the excellent guide to English usage that was recommended by Language Log, though, so it might be excellent. There’s a Cambridge set, as well.

Anyway, you can make use of these definitions online, too, if you’re chatting with students, blogging, or just testing out the dictionaries.

One word I had to define recently was “trawl” (the verb), because I linked some learners to “Japanese Power Blogger Trawls Seoul for Hidden Gems”. Interestingly, at least one of the dictionaries’ definitions precluded the usage in that headline–so it’s good to try several tricky or multifaceted words to find a dictionary that makes sense to you.

(P. S. I think there are some other learners’ dictionaries that I’m not familiar with. If you know of any that you particularly like, please recommend them in the comments!)

Updated Links

The summer was just packed–unfortunately, not in the ironic Calvin and Hobbes sense. Between flying to the middle of the country to help my parents with my dad’s knee surgery, getting my new computer in working order after my laptop was stolen, and job-hunting, I haven’t been able to finish any of the posts I’ve started in my head.

Anyway, I’ve updated the links in the sidebar with a few more good ones. Check out Throw Grammar from the Train, Seoul Sub→Urban, and Japan without the sugar–and yes, I’ve purposefully not linked them here in the post, because there are a lot of great blogs over there that are worth a look!

The writer of Throw Grammar from the Train did a nice piece for the Boston Globe–you can read it at “Un-Rules.” If you have a family member who does the “Ohhh no! It’s the English teacher! I’d better watch my grammar!” thing around you, or who irritates you by sending you links to ill-informed rants by famous peevologists, you can blow that person’s mind by sending along this article. It’s unusually well-grounded for a mainstream publication.

Coming up (I think) is a post on the body half of the mind-body equation. Teachers sometimes let health drop to to the bottom of our long list of priorities. If you have any thoughts on it you’d like me to address, let me know here or on Twitter!