聞き取りチャレンジ: Pismonunciation

Ronnie Barker

Click to see Ronnie Barker's Mispronunciation Sketch on YouTube

Here is a wonderful example of the fun you can have by playing with language. The late Ronnie Barker, a British comedian and actor, plays with words by substituting letters (wordsworms), replacing words and phrases with other similar-sounding words and phrases (chairman charming; stiff upper lip lipped upper stuff), and by scrambling the sounds within words (difficultydickifelty). Here is my attempt at transcribing this sketch. Students of English, if you would like a listening challenge, try listening to the sketch. Can you figure out what the highlighted words and phrases below are meant to sound like? To check your answers, just hold the mouse pointer over a highlighted word or phrase, and you should see the answer pop up. NOTE: If English is your mother tongue, and especially if you are British, you can help me: if you notice any flaws in my transcription, or if you can teach me the bits I was unable to interpret, please let me know so that I can update the transcipt!

このビデオは言葉遊びのおもしろさの見事な例です。故ロニーバーカー氏は、イギリスの俳優・コメディアンで、このコントでは次のように言葉をいじっ て笑いを誘います: 文字を入れ替えたり(例えば、words を worms に)、発音が似ている単語やフレーズを入れ替えたり(例えば、chairman を charming に、stiff upper lip を lipped upper stuff に)、単語内の音節をごちゃ混ぜにしたりします(例えば、difficulty を dickifelty に)。以下、私ができる限り正確にコントの内容を書き留めた文章です。英語の聞き取りチャレンジに挑みませんか?コントに聞きながら文中のハイライトされ た言葉は何を指しているか考えてください。正解を見るには、その言葉の上にマウスポインタを置いたら表示されます。では、Enjoy!

Good evening. I’m squeaking to you tonight, once again, as the chairman for the Loyal Society for the Prevention of Pismonunciation, a society formed to help people who can’t say their worms correctly. I myself often use the wrong worms, and that is why I was erected charming of the society.

Firstly, let me try and put you in the puncture regarding our mumblers. Now, peach and every plum of them have dickifelty in conversing with the people they meet in everyday loaf; their murkweights at the figtree or the orifice, or even in their own holes, min and woof, sarther and fun, bruzzer and thistle, unable to commainicute.

Now this can be an enormous bandichap to our tremblers at all times, especially at Bismuth’s time, because Bismuth is a season of grease on earth and pig swill to all men, when the family all get together to eat, drunk and be messy, gather around the fireside cracking nits, smelling Tories and singing old pongs and barrels. And many of our rumblers lose out on these skindle pastimes. A very close fringe of mine, for instance, once went carol-slinging with the local church queer. But instead of singing “Good King Wensles’s ass stuck out / And his feet were steaming,” he sang “Go rest your belly, gentlemen / Let nothing rude display,” which of course caused havoc amongst the queer and deeply upended the knicker’s wife. This is just one instance of what my tremblers have to stiffer with a lipped upper stuff.

What we need now is money to build clubs and calamity centers where people don’t have to bother with the right worms, places where they can greet each other with a cheery “Good afternuts, how nice to squeeze you;” a place where they can play a game of ping tennis or table pong, Scribble or newts and crutches.

Now, many famous people are patrons of the society, piddlyticians like Whidley Whitelaw, Sir Geoffrey Who and Mr. Dennis Holy, also famous TV nosebleeders like Reggie Boozenport, Angela Ripe’un and Anna Flawed - and of course, Mrs. Harry Whitemouse (not to be confused with Mrs. Woodlouse the Hogdangler). Among the aristocracy there’s Lord Longfelt, there is the Duchess of Bedbug and Lord Montyboo of Goulie. But patronage is not enough. Remember the worms of William Shakespiece, our great national po-face: “A horse, a house, my kingdom for a hearse.” And of course, eventually he got all three. What we need is printed matter. Any sort of printed matter, no mitter what sort. Send your magazines, nose papers, dicks and booktionaires. Do it now. Bundle it up in postules and post it to one of our mini-branches, dotted all over the Bottish Isles: Minchester, Hirmingbum, Loverpill, and as far north as the Firth of Filth.

We’re also busy setting up outposts in foreign pants, too, all over the glob. In fact, we have just opened a branch in Siam. And now, in confusion, I would like you to join me in singing the Siamese notional anthem, to the tune of God Save the Queer.

OWA TANA SIAM
OWA TANA SIAM
I YAMUT WIT
OWA TAPHOO LAMAI
OWA TAPHOO LAMAI
OWA TANA SIAM
OWA TANIT

Happy New Year of the Rabbit!

Happy New Year!Happy New Year!

May 2011 be another year of
love, peace, growth,
and exceptional language learning for all!

Well, so much for my 2010 New Year’s resolution to post more often here! Let’s see if I can do any better this year. I am pleased to see that my blog has been getting a fair number of hits. The most often-viewed post is the one on MLA referencing, a mini-guide I put together for my writing students. I hope it has been of use to those who have stumbled across it. I do intend to add more resources for writing students, especially EFL writing students here in Japan. I’ll refrain from making any promises, however, considering my record in the last year.

Happy New Year of the Tiger!

2010年・年賀状Happy New Year!

May 2010 be a year of
love, peace, growth,
and exceptional language learning for all!

I resolve this year to post more often here, and to resume and keep up my kanji studies, which have fallen somewhat by the wayside. Unfortunately, work tends to take priority over study, although in 2009 I did manage to combine the two in teaching a reading class at Kansai Univeristy. More about that soon.

BTW, this is our 年賀状 (New Year’s greeting card) for 2010, featuring my sons Yuki and Naoki and our new dog, Noelle.

日本独特の言葉を英文に使う時

英作文する時、日本の物について書こうとして困ったことありませんか?日本独特の物で適切な英語がない時、以下の表現は便利でしょう。

“OR” + 定義

  • My grandmother makes osechi, or special New Year’s dishes.
  • We all ate mochi, or Japanese rice cake.

“WHICH IS/ARE” + 定義

  • Then we get otoshidama, which are gifts of cash in little envelopes.
  • We celebrate setsubun, which is a traditional spring ritual we perform for good luck.

“CALLED” + 日本の言葉

  • We eat special New Year’s noodles called toshikoshi soba.
  • To mix the tea, I use a bamboo whisk called a chasen.

“MEANS” + 定義

  • We all say akemashite omedetou gozaimasu, which means “Happy New Year.”
  • Then you should say gochisousama deshita. That means “thank you for the lovely meal.”

定義する文を追加する

  • The workers wear jikatabi. These are traditional cloth boots with a rubber sole and a split toe.
  • When we graduate we wear hakama. Hakama are special skirts worn over kimono.

「Because」を使った複文

「Because」を使う時、複文(complex sentence)を使わなければなりません。複文は二つの節から成る:主節 (main clause) と従属節 (dependent clause)。「Because」の節は従属節ですので、単独では文に成り立ちません。

× Christmas is my favorite holiday. Because it is very fun.
Because I can meet my relatives. New Year’s is my favorite holiday.
〜〜〜
Christmas is my favorite holiday because it is very fun.
Because it is very fun, Christmas is my favorite holiday.

:従属節を文頭に置く場合、節と節の間にコンマが必要。

Word Engine

At the beginning of the year, I became aware of Word Engine, a promising new web-based service for vocabulary learning. Word Engine works with corpus-based frequency lists to train students on the most common words in the language. When a student signs up, it measures their level with the “V-Check” vocabulary test. Then the student chooses a course, such as “Basic English,” which covers 2324 words, or “TOEFL,” which covers 5290 words and purports to give 99% coverage of the English in the TOEFL iBT. For ¥1,000 you can purchase 12 months of access to a course. The actual studying involves a suite of online and mobile tools. Teachers, meanwhile, can set up groups and monitor the progress of their learners with the V-Admin tool.

As it happened, I was to teach three courses entitled Writing and Vocabulary Building (WVB) at Kyoto Tachibana University this year. WVB1 is the spring semester course for freshmen, followed by WVB2 in the fall. WBV3 is the spring semester course for sophomores. And starting from this year, students completing each course are given a vocabulary test based on the the most frequent words in the language; 1000 words at the end of WVB1, 2000 after WVB2 and 3000 after WVB3.

The tests were based on Adam Kilgarriff’s frequency list (in turn based on the British National Corpus), and when I asked the Word Engine people, I was told their “University Basic” course is based on a list very similar in scope and coverage. To make a long story short, I decided to try out Word Engine with my two classes (WVB1 and WVB3) in the spring semester. Then at the end of the semester, I gave my students a simple survey about their experience using Word Engine; view the results here.

The first thing you’ll note is how little time my students, especially the freshmen, spent using Word Engine. This was despite my weekly exhortations. I credit this to a combination of things. I think a major factor was that they were simply very busy. Some also found it troublesome to have to use a computer or cell phone, or found that it didn’t work on their cell phone (one student comments that it would be nice if Word Engine worked on AU phones). And many probably just never managed to establish a study routine.

Of course, the time-on-task figures are just averages, and there were exceptions. One WVB3 student spent a total of 26 hours using Word Engine. He had only good things to say about the software, and on the final test he got the highest score (99%) of any student, including those in the other class, who did not use Word Engine but instead studied the vocabulary in more orthodox ways. How much of his success can be credited to Word Engine is of course impossible to measure, but his case at least raises the possibility that with a sufficient time investment, Word Engine can really make a difference.

The survey results also show that learner attitudes towards Word Engine were, on average, more positive than negative. Many students commented that it is fun and/or effective to use. Overall, I felt that it would be worth continuing to have my freshman class use Word Engine in the fall semester. The challenge now will be to get them spending more time on it.

MLA Referencing

大学の授業で英語のリポートを書く時、出典の引証(citing sources of outside information)を先生に要求されることがあります。この記事は大学で主流のMLAスタイルの基本を紹介します。

出典を引証するのに:

  1. 本文中に、引用した情報の後に傍証(in-text citation)をかっこに入れて付けます。
  2. 論文中で引用した資料の詳細情報を、リスト状にまとめて(“Works Cited” list)論文の一番後ろに添えます。

I. In-Text Citations

本文中のかっこ内傍証は読者に「この情報を引用しました」ということを知らせ、最後の引証資料リストに参照できるためのものです。引用した情報のすぐ後に入れます。かっこ内傍証はなるべく短く、簡単にします。基本的には、著者名とページ番号が分かればいいです。例:

例1 This is because Japan imports millions of dollars worth of shrimp, salmon, trout and tuna every year (Bronson 35).
例2 According to Dr. Lilliput, Japanese-American people who preferred a high-fat American diet actually had a lower rate of heart disease than those who preferred a traditional Japanese diet (76).
例3 I believe, however, that video games should not be condemned, but rather embraced. In the future, video games will be widely used to educate children. As Adams writes, “critics of the inevitable increase in use of computers, the internet and gaming devices by children fail to see the incredible potential for education these tools offer” (21).

かっこ内傍証の色々なルール:

  • 著者が一人の場合、コンマを使わず姓とページ番号を書く: (Bronson 35)
  • 二人の場合: (Bach and Crothers 12)
  • 三人の場合: (Davis, Gretz and Suzuki 56)
  • 四人以上の場合は「et al.」(~およびその他) を使う: (Vygotsky et al. 123)
  • 著者名はすでに書いてある場合、かっこ内はページ番号のみ(上の例2、3に参照)
  • 著者が分からない場合、タイトルを短くして使う: (“Body Language,” par. 3) 「par.」は paragraph (段落) の略字。オンラインの記事など、ページに分かれていない文章は段落あるいは「screen」(画面) や「sec.」(セクション) という単位を用いる。例えば: (Franklin, screens 2-3)(“Global Warming,” sec. 5)
  • 二次的に引用する時: James Clark called Japan “land of the slowly rising economy” (qtd. in Katou 33). 「qtd.」は quoted (引用された) という意味で、加藤著作の本でクラークの言葉を読み、ここで引用しているということを知らせる。

II. The Works-Cited List

論文の本文中に引証した全ての出典の詳細をまとめてリスト状にし、本文の後ろに付けます。

  • このリストに「Works Cited」という題をつけます。
  • 各項目は(1)著者名、(2)タイトル、(3)出版情報の、三つの部分から成ります。
  • 項目をアルファベット順に並べます。

色々な例:

-
本(著者が一人)
Moore, Michael. Dude, Where’s My Country? New York: Warner Books, 2003.
「姓, 名. タイトル. 出版した地名: 出版会社, 出版した年.」という風に書く。
-
-
本(著者が二人以上)
Suzuki, Kazuaki, and Kyoko Tanaka. Multi-Paragraph Compositions in English: Stringing it All Together. 4th ed. White Plains, NY: Pearson Education, 2001.
「姓, 名」の順番は一人目だけ。タイトルとサブタイトルの間にコロン(:)を入れる。「4th ed.」は「第4版を意味する。
-
-
雑誌
Ellis, Rosemary. “Ten Essential Diet Tips.” Mademoiselle 14 Apr. 1998: 62-70.
記事名は“ ”で囲い、雑誌名に下線を引く。週刊誌の場合、日付をday month yearの順番に書く。「May」「June」「July」以外の月は略(最初の三文字とピリオド)を使う。
-
-
新聞の記事
Conner, Edwin. “Death by Numbers.” St. Paul Pioneer Press 22 Sep. 1989: A-5.
大体雑誌と同じ書き方。「A-5」はページ番号。
-
-
ウェッブ・ページ、オンライン記事
“Michael Jackson had loyal, generous fans in Japan.” The Daily Yomiuri Online. 26 June 2009. 29 June 2009 <http://hosted.ap.org/dynamic/stories/A/AS_JAPAN_MICHAEL_JACKSON_ASOL-?SITE=YOMIURI&SECTION=HOSTED_ASIA&TEMPLATE=ap_national.html>.
この場合は著者名が無かったので、タイトルから書く。一つ目の日付は記事が載せられた(あるいは更新された)日付。二つ目の日付はこの記事にアクセスした日付。最後は<>内にURLを付ける。
-
“Tsuyu to Ume to Kenkou no Shinmitsu na Kankei.” Genki Tsuushin: Kenkou no Zatsugaku. 2008. Yomeishu Seizo Co., Ltd. 25 June 2009 <http://www.yomeishu.co.jp/genkigenki/trivia/050610/>.
「”記事のタイトル.” ページのタイトル. 書かれた日付. サイトの経営者や持ち主. アクセスした日付. <URL>.」という並べ方。

上の例をリストにまとめると、こうなります:

Works Cited
Conner, Edwin. “Death by Numbers.” St. Paul Pioneer Press 22 Sep. 1989: A-5.
Ellis, Rosemary. “Ten Essential Diet Tips.” Mademoiselle 14 Apr. 1998: 62-70.
“Michael Jackson had loyal, generous fans in Japan.” The Daily Yomiuri Online. 26 June 2009. 29 June 2009 <http://hosted.ap.org/dynamic/stories/A/AS_JAPAN_MICHAEL_JACKSON_ASOL-?SITE=YOMIURI&SECTION=HOSTED_ASIA&TEMPLATE=ap_national.html>.
Moore, Michael. Dude, Where’s My Country? New York: Warner Books, 2003.
Suzuki, Kazuaki, and Kyoko Tanaka. Multi-Paragraph Compositions in English: Stringing it All Together. 4th ed. White Plains, NY: Pearson Education, 2001.
“Tsuyu to Ume to Kenkou no Shinmitsu na Kankei.” Genki Tsuushin: Kenkou no Zatsugaku. 2008. Yomeishu Seizo Co., Ltd. 25 June 2009 <http://www.yomeishu.co.jp/genkigenki/trivia/050610/>.
-

MLA方式をもっと詳しく調べるには、Purdue Online Writing LabMLA Formatting and Style Guidemla.org を見てください。又は、最寄りの図書館でMLA Styleを説明する参考書を求めてください。

-

Osaka JALT Tech Day @ Hannan

N.B. This entry is for participants in my presentation-cum-workshop on using quizlet.com for the 2009.6.21 Osaka JALT Tech Day at Hannan University.

Okay, here are links to the demo Quizlet sets we’ll be looking at:

Spaces after punctuation

パソコンで英語を打つことになれていない学生はよく犯すミスですが、ピリオド、コンマ、クエスチョン・マークなどの句読点の後ろにスペースをあけないと不自然で読みにくいです。

× What kind of partner do I want?First,I want a partner who is kind because I don’t like when people get angry at me.I don’t want to fight with my partner.Second,I want a partner who is macho because I like muscles.Muscles are very cool.Third,I want a partner who has short hair because I don’t like long hair.Long hair looks too hot.
〜〜〜
What kind of partner do I want? First, I want a partner who is kind because I don’t like when people get angry at me. I don’t want to fight with my partner. Second, I want a partner who is macho because I like muscles. Muscles are very cool. Third, I want a partner who has short hair because I don’t like long hair. Long hair looks too hot.

× I like tall: 形容詞は目的語にできない

[This is for my Osaka Shoin Communicative English Writing students.] 形容詞(tall, rich, kind, talkative, careful など)だけでは目的語になりません。目的語は名詞ガ必要です。又、同じように主語も形容詞だけでは作れません。

× I want a partner who is tall because I like tall.

I want a partner who is talkative because talkative is fun.

〜〜〜
I want a partner who is tall because I like tall men.

I want a partner who is talkative because talkative guys are fun.

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