How to master English? That is a good question. Here are some obvious and not so obvious things to do.
0) Define what you want to do with English and also define what you mean by master English in your case. Being a pimp may not require complicated language skills while being a prof does require good English skills. Incidentally both professions require skills to manage people.
0.1) Know that learning a language take long time and no magic tool exists. Dictionaries are still one of most efficient way to acquire the depth of knowledge and examples.
0.2) Get a degree in English. This puts you on the cliff: do or die. Often that is the only way to learn difficult things.
0.3) Know that an ESL whose classmates are not serious is mostly useless beyond knowing that an ESL is useless. Fellow students may well decide the quality of the ESL experience. An ESL class at a high level like a part of a regular university system not as an extension program is useful, partly because the English level of classmates is high. Many of them are native speakers who are just taking an ESL as a Micky class. Many Quebecois do this and help to bring up the level of the class.
1) Read books or articles on the web. Continue Reading
What fraction of population in other nations must be smart enough to compete with Japan? (If all the other conditions are considered to have same impacts. )
If 50% of Japanese people are competitive, then
China needs only 4.7%
UK 100.2% of their population to compete with with Japan. This idea disproportionally favors populous nations. Smaller nations may be able to reach effective national policies more easily and have less people to feed. Many none competitive people surely drive their nations downward even though they may be good consumers. Interaction and collaboration between nations and many factors make the definition of national competitiveness more bluer.
Freshly overtaken by China, Japan now seems to stand at the vanguard of a new downsizing movement, leading the way for countries bound sooner or later to follow in its wake. In a world whose limits are increasingly apparent, Japan and its youths, old beyond their years, may well reveal what it is like to outgrow growth.
A decent comment, though people might be disagree. Japan should become a country to which people like to come to live and visit and which establishes its own universal value. Unique cultural value does not have to be xenophobic nor self-denying. That is, xenophobic is another form of self-denial.
A stupid program. I am more scared with these sensationalists in the program who probably did not study seriously in the past than the presumably alarming facts.
Why do not they include the number of graduate students? Obviously these number probably increased or are stable. As far as I know there are quite many people are in PhD programs in other countries. That is what matters most in the US education. No need to watch this crap. Superficial stats do not solve any things.
BBC stopped practicing queen’s English long time ago and there is no such a thing as British accent, people here say. Lots of lots of regional accents, that is.
1. Research does not fully support the assumptions of generational theory, and advocates admit its shortcomings. The assumption that individuals are more impressionable earlier in life is supported, but the assumptions that the core personality does not change and that all generation members experience the same early events in the same way are not fully supported.
2. Sociologists have noted the concept’s limited applicability to minorities, recent immigrants, and women.
3. Research by generational proponents is not published in academic journals, an indication to experts that the concept is a fad, lacking long-term value.
4. The number of generations in the workplace is overstated for some employers, because the Silent Generation accounts for only 5 percent of the workforce and the Generation Y had its first members graduating from college in 2004.
5. Agreement is lacking on the number of and birth periods for the generations. Some experts assert there are five generations based on an anomalous group that does not match the Silent and Baby Boomer profiles; and some claim that the first year of the Baby Boomer period should be determined by the number of annual births, rather than historical events.
6. Baby Boomer personality profiles are oversimplified. One reason is the last members of this generation were born as the earliest reached adulthood, resulting in vastly different exposures to the historical events that define this generation.
7. Intergenerational conflict in the workplace lacks independent verification and appears to be exaggerated. Recent research shows that older workers do not resent their younger supervisors and that the generations are working in harmony to capitalize on their diversity.
8. Factors that motivate the generations are surprisingly similar. For example, employees in all age groups have similar levels of, and key drivers for, engagement.
9. Recent trends in our society, such as the rapidly increasing numbers of Hispanic workers and nontraditional career choices for men and women, have created a workforce with such diversity that global concepts, such as generation, which tend to oversimplify the workforce, contribute little to understanding its complexity.
There are more complex factors affecting the social dynamics: generation gaps do exist but it is only one factor among others.
The author has commented my entries. He has extensive first hand experience in EFL in Japan. Any one interested in this topic will find it insightful. He pointed out 10 reasons why English learning in Japan fail. I mostly copied his short version of them. You can just go straight to his web page.
TEN REASONS WHY ENGLISH LEARNING IN JAPAN FAILS
Charles Jannuzi, University of Fukui, Japan
1. Japan is linguistically and culturally self: self-sufficient language
2. Japanese is not closely related to English: linguistic-separation
3. Japanese is not written with an alphabet– alphabetical-difference
4. Learning Japanese requires too much effort — no energy left for another language5. Lack of effective national policy on foreign language education
6. The situation at universities–negative washback from entrance exams and the preparation for them at the senior highs.
7. The situation at universities regarding teacher-student relations, backgrounds, goals: incompatible expectations at universities
8. A lack of EFL programs, specialties, majors, minors, concentrations. There is plenty of ‘General English’. Indeed, that is one of the bitter irony of teaching EFL in Japan. Many of us have jobs because English is required, but we end up wasting far too much time and effort trying to teach students who are in class only because they have to be or have a vague idea that they want to study English with a foreigner.
9. The foreign language teaching and learning ‘culture’. That is, the overall approach to teaching and learning EFL (and these are collaborative activities) that is specific to Japan. Japanese EFL teachers tend towards ‘yaku-doku’, which could be called a version of ‘grammar-translation’. Meanwhile, foreign teachers are drawn to mostly production activities–conversational pair practice–for which there is little or no accountability in terms of evaluation.
10. The language teaching ‘profession’ in Japan. There is a lack of serious and useful teacher training and professional development. In higher education, those who are most often designated to teach EFL courses have backgrounds in literature, linguistics, and teacher training, not actual EFL teaching. If asked, many will even say that they are not EFL teachers and are not interested in teaching EFL.
These points can hinder English learning of Japanese. Any one however can overcome these obstacles if they have strong will or they face with urgent necessity. A nation, Schools nor teachers are not the ones that determine the fate of individuals. It is Individuals who ultimately defines their own fate. (But this cannot be the national policy since a nation has to elevate its people in principle.)