Use Lang-8 and Cinch to get your foreign-language speech corrected

I previously explained how to use Lang-8 and Snapvine to get recordings of your foreign-language speech corrected. Unfortunately, Snapvine is going out of business tomorrow, but Cinch comes through to let you do pretty much the exact same thing.

How to do it, after the jump.

Read more... I've so far tried this out only once in Italian, with the following recording:


It worked just as expected; Lang-8 users quickly came back and told me where I was screwing up.

Here's the step-by-step process:

1. You'll need accounts on both Lang-8 and Cinch, so go ahead and sign up for those.
2. Once you've done that, go to your Cinch and click on "Record a Cinch".
3. Press the button to record a message.
4. Add up to 140 characters of text as a title or the like and press "Submit".
5. Click "Link" under your profile pic next to the recording. (If you can't do this right away because the recording is "Pending", try reloading the page; that resolved the issue for me.)
6. Copy the URL from your browser window.
7. Head on over to Lang-8 and click on "Write a new entry".
8. Now paste the URL that you copied over on Snapvine into your entry, add in any additional text you want (an explanation of what you're hoping they'll do is probably helpful), and submit it.
9. Await your corrections. They will arrive shortly!

Besides needing to jump through all the hoops noted above, I've got two complaints about this set-up on Lang-8. First, unless the correctors on Lang-8 actually correct some text as well, you can't provide Lang-8's "thanks points" to them. Second, there's no quick way for them to provide you with a recording of their own (although the above process works for corrections as well as for submissions). That said, you could always just get a native speaker's recording from RhinoSpike.

There are also two other issues with Cinch that weren't issues with Snapvine. First, Cinch puts an annoying "Cinch!" at the beginning of each audio recording, so you have to hear that stupid piece of branding repeated every single time you listen to a Cinch recording. Second, as far as I can tell, Lang-8 does not support direct embedding of CinchCast audio as it did for Snapvine, so you've just gotta provide the URL so that your Lang-8 friends can click through to Cinch's site to provide you with feedback.

What would truly be spectacular is if Lang-8 would support this right out of the box. Doing it through Cinch is OK, but the process could be made much more streamlined.

One more cool thing about Cinch is the number of ways you can get audio recordings on there. One way is that you can call a U.S. number on your cellphone to leave recordings (and then add them to Lang-8 later). They've also got an iPhone app that you can use to record and upload audio files whenever the mood hits you, so you can record some foreign-language speech, upload it to Cinch, and then make Lang-8 entries out of them to get your pronunciation, etc., corrected.

If there weren't so many frickin' naked dudes, ChatRoulette could be a good tool for language learning

ChatRoulette has been generating quite a bit of buzz over the past week or so. The concept is quite simple; you video chat with randomly selected people, and if you don't want to chat with any particular person, you just press F9 to get hooked up with another random person. It's the brainchild of some 17-year-old Russian kid who's now getting courted by U.S. investors.

The idea has great potential for language learning. However, before it can reach that potential, they're going to need to make a few changes.

And priority number one is getting rid of all the naked dudes.

Read more... Yes, there seems to be an abundance of dudes exposing themselves in various stages of undress. This article in the Hartford Advocate gives you a good idea of just how many there are. In short, it's definitely NSFW (and not safe for children, for that matter) and it's clearly not for the light of heart.

As you avoid the pervs, you'll also probably manage to sneak a good laugh or two in. One lady had a note posted in front of her camera that said "Your mother is watching". When I saw that (thinking in particular of all those pervs), I laughed. She removed the note and she was indeed a very maternal looking figure—a very typical "my friend's mom" type. She waved and moved on to the next stranger. Another guy was just sitting there with a big, green alien head on. He kind of cocked his head and stared, then he waved and moved on.

So there's definitely some amusement value to the site, but that's not what gets it a post on this blog. The thing that gets it on here is its potential as a language-learning tool.

I tried it out for maybe 2 or 3 hours in total, and in that time I managed to chat in Chinese, French, German, and Russian (although, as I don't speak Russian, that was limited to my bastardized interpretation of the Russian version of "Pleased to me you" in Latin letters and responding to the question "Kto vi?", which if I recall correctly means "Where are you?"). I also came across a Dutch guy, so had I any Dutch skills that would be on the list as well.

The award for the most diligent use of the website for language-learning purposes definitely goes to the Chinese. Just about every Chinese person I came across on there was looking to practice English. That of course shows the potential behind the idea; being able to get in touch quickly with a random language partner with no fuss would be a great tool.

There aren't really any other sites that do this. Livemocha, iTalki, LingQ, etc., all require you to contact the specific person you want to speak to; there's no "chat with random English speaker" feature. After using ChatRoulette, the idea definitely fell into the "Why didn't someone already think of this?" bucket.

However, as you've probably already gathered, ChatRoulette isn't anywhere near being a "no fuss" tool, but very little would actually need to be done to make the model effective for language learning. First, you'd of course need to toss out all the pervs, etc. That sort of thing doesn't seem to be an issue at all on Livemocha or other online language learning sites, so it shouldn't be a big deal to do that.

The second thing is that you'd need to be able to filter your chat partners. At a minimum, you should be able to filter by target language so you can get someone who speaks the right language for you, but being able to filter by age, interests, etc., could also be useful for finding someone interesting to talk to.

I don't have much hope that ChatRoulette itself will become a website I can recommend for language learning any time soon, but I very much look forward to language-learning websites implementing their version of the idea soon.

Links:
ChatRoulette
ChatRoulette Gets Fred Wilson’s Attention [GigaOM]
Next! [Hartford Advocate]

Why didn't my university teach languages like Drake University does?

We in the language-learning blogosphere are generally not impressed by university-level language programs. Some of us have even gone so far as to envision a brave new world of institutional language learning where entire language departments get the boot and students take advantage of native speakers, study abroad, and the multitude of resources available to them to learn their language of choice.

Well, I hate to spoil our "We know so much better than crusty, old schools" party, but Drake University, "a private, fully accredited, coeducational university on a 120-acre campus in Des Moines, Iowa", seems to be way ahead of the curve on this one. They implemented just such a system. And they did it in 2001. To those of you with short memories, they launched this way back when you couldn't watch foreign-language videos on YouTube or listen to language-learning podcasts on your iPod because, well, when it launched, YouTube, podcasts, and even the iPod didn't exist.

So what exactly has Drake been doing since they jettisoned their language faculty? Read more... Here are the outlines of their approach.

• At the beginning of their language studies at Drake, students take a course on language-learning strategies in English that is not aimed at any particular language (sounds like the book we're working on).


• Students meet three times per week in groups of no more than four with a native speaker of their target language and speak nothing but the target language during that time (sounds like LingQ's group sessions). Some classes are now completely virtual, via Adobe Acrobat Connect and Skype, making it seem even more like LingQ.


• Outside of these meeting times, students "practice using the language, make audio recordings of themselves speaking, and complete a variety of other assignments as part of the required electronic portfolio", which includes a journal in the target language (like Lang-8), the aforementioned recordings (as can be done on Lang-8 or Livemocha), writing samples (as can be done on a bunch of language-learning websites), and other things.


• Over the semester, students meet with a Ph.d.-holding linguist to cover grammar questions in English, go over how they're doing, etc. The linguist's main role seems to be a coordinating one.

Drake's method seems to be spreading slowly, with some schools adding additional advancements. Inside Higher Ed describes the case of Abilene Christian University:

Abilene Christian piloted Mandarin during the 2008-9 academic year using the Drake model of a supervising professor and a native speaker conversation partner. The professor … was in Beijing, and on-campus graduate students fluent in Mandarin led discussions. Arabic is taught by a professor in Tunisia.

Now that technologies like Skype are so commonplace, native-speaker teachers who live in their native countries seems like such a no-brainer to me.

And, most importantly, the model seems to be working. According to Inside Higher Ed:

There has been no comprehensive study of how Drake’s students compare to students who learn languages in a more traditional way. But the anecdotal evidence is there, many times over, said Jan Marston, director of [Drake's program] from its founding until last year.

When students trained at the Des Moines, Iowa, university study abroad, she said, “they’re placed in classes way above where the seat time would indicate they should be.” Students report back that while other students in their programs abroad speak English to each other, “Drake students are speaking Russian to the Russians.”

Marc Cadd, who directs Drake’s [program currently] said students are generally placed two semesters ahead of where they would be at Drake when they study elsewhere. For instance, students who had finished Drake’s Spanish 101 and 102 classes would likely be placed into a third-year language class when studying abroad in a Spanish-speaking country “primarily on the strength of their speaking skills."

I can't say I'm surprised. The approach they're taking jives much more with what I've found in my own experience than any more traditional approach.

So, Drake University, my hat's off to you. Your program is by far closer to how I would have liked to have learned languages in college, and your results certainly do seem to show it. (And someone might want to tell Steve Kaufmann to give these guys a call, given just how similar their system is to LingQ's.)

Links:
Outsourcing Language Learning [Inside Higher Ed]
Languages without Language Faculty [Inside Higher Ed]
World Languages and Cultures [Drake University]

Use Lang-8 and Snapvine to get your foreign-language speech corrected

Update: Snapvine closed shop on March 31, 2010, but you can still get your foreign-language speech corrected on Lang-8 using a similar service called Cinch.

Lang-8 is designed to help you get your writing corrected, but with a little help from a tool called Snapvine, you can also get your speech corrected.

How to do it, after the jump.

Read more... While using Lang-8 lately, I noticed that one of my Japanese-speaking correctors often submits posts in English where he additionally includes both the Japanese text and an audio recording of the Japanese. Now, him providing the Japanese is a boon for Japanese learners, but it quickly dawned on me that this could work in the other direction just as easily; Lang-8 users could critique audio recordings of learners' target language speech.

To provide these audio recordings, he used Snapvine, which allows you to record "audio blogs". Today, I put this idea to the test with the following two audio recordings, the first in Japanese and the second in Chinese:

Comment | Copy This

Comment | Copy This

Sure enough, I got back corrections for the audio recordings on Lang-8 just as I would for any written submission. And it's real easy to do. Here's how:

1. You'll need accounts on both Lang-8 and Snapvine, so go ahead and sign up for those.
2. Once you've done that, go to your homepage in Snapvine and click on "create new post".
3. Now you can record a message. By default, it selects your phone as the way to record, but click on the tab "Microphone" to use your computer's mic. Record away.
4. Add a title (and any of the other things that you care to add—you'll see what's there on the page) and press "Publish".
5. Click "Share" and copy the URL that you find under the text "Copy and paste this URL into an email or instant message".
6. Head on over to Lang-8 and click on "Write a new entry".
7. Now paste the URL that you copied over on Snapvine into your entry, add in any additional text you want (I've been putting in a little bit of an explanation), and submit it.
8. Await your corrections. They will arrive shortly!

Besides needing to jump through all the hoops noted above, I've got two major complaints about this set-up. First, unless the correctors on Lang-8 actually correct some text as well, you can't provide Lang-8's "thanks points" to them. Second, there's no quick way for them to provide you with a recording of their own (although the above process works for corrections as well as for submissions).

What would truly be spectacular is if Lang-8 would support this right out of the box. Doing it through a quick trip to Snapvine is OK, but the process could be made much more streamlined.

One more cool thing about Snapvine is the number of ways you can get audio recordings on there. One way is that you can call a number on your cellphone to leave recordings (and then add them to Lang-8 later). That of course is applicable to the iPhone as well, but with the iPhone you also can benefit from another of Snapvine's features: audio file uploading. By using the iPhone Voice Memo app whenever the mood hits you, you can record some foreign-language speech, upload it to Snapvine, and then make Lang-8 entries out of them to get your pronunciation, etc., corrected. Very sweet.

5 Free English-Learning Tools to Help You Get Into Business School

The following is a guest post from education writer Karen Schweitzer, whose name you may recognize from her guest post on Aspiring Polyglot earlier this week. Karen is the About.com Guide to Business School. She also writes about accredited online colleges for OnlineColleges.net and guest blogs regularly on language-related topics.

Foreign students are always welcome in English-speaking business schools. Most programs love to accept diverse groups of applicants to simulate real-world scenarios in the classroom. To be considered for acceptance, however, you must be able to speak and write English relatively well. Fortunately, there are quite a few English-learning tools online that can help you brush up on your skills before you apply to your program of choice.

Five free tools that work particularly well for business school applicants, after the jump.

Read more... PhraseBase. Memorizing entire phrases is a good way for business school applicants to build vocabulary and gain an understanding of sentence structure and grammar at the same time. You can buy a phrasebook for this purpose or you can sign up for a free membership to PhraseBase. PhraseBase offers a free electronic phrasebook to its members. The phrasebook is customizable and can be accessed through a computer or mobile device.

VerbaLearn. In addition to learning new words and phrases, business school applicants should also regularly review the English words they already know. This can easily be done on VerbaLearn. VerbaLearn is a free web application that makes it easy for students to customize how and what they learn. The app offers many different tools for this purpose, including video flashcards, print flashcards, mp3 vocabulary lists, word usage reviews, fill-in-the-blank reviews, and crossword puzzles.

OWL. Getting a good score on the GMAT (Graduate Management Admissions Test) is a must—particularly for applicants who want to get accepted to a top business school program. To prepare for the GMAT, students should avoid getting bogged down with grammar study and instead focus on learning the most common grammar topics tested on the GMAT: verb usage, pronoun usage, and modifiers. Purdue University's Online Writing Lab (OWL) is the perfect place to learn about all three of these things.

ETS. Although some business schools are willing to waive TOEFL (Test of English as a Foreign Language) scores for certain students, most do not. This makes scoring well on the test very important. One of the best places to prep for the TOEFL is the ETS site. ETS develops, administers and scores the TOEFL. Applicants who visit the ETS site can get information on the test and receive official practice tests, sample questions, and sample writing topics.

AddLang. When it comes to English language learning, there is no real substitution for practice. Before applying to a business school, applicants should make an effort to practice their English every chance they get. This isn't always possible at home, which is why it makes sense to join a social language network like AddLang. AddLang allows users to practice English with native speakers and communicate online through Skype, Yahoo Messenger, MSN Messenger, and AOL Messenger.

Links:
15 Free Language Learning Podcasts [Aspiring Polyglot]
15 Free English Language Learning Sites [Al Jamiat]
15 Free Hi-Tech Language Learning Tools [English Virtual Community]
20 Free Online College and University Lectures [Debt-free Scholar]

Saturday Chinese school for my daughter (and me)

To get back to the theme of ethnic experiences in the U.S. that I touched on earlier, many of you in the U.S. or Canada may remember from your childhood that you, if you're Asian, or your Asian friends always had to go to school on Saturday. While the rest of us were getting our brains rotted out by Saturday morning cartoons, Asian kids' parents forced them to do more school, as if any kid thought five days wasn't already enough. Those forced to go never seemed very happy about it, and often rebelled and stopped going when they got old enough to pull it off. As much as these kids may have been unhappy during classes, those who actually ended up sticking with it ended up (hopefully) thanking their parents, because they were probably pretty darn good at the languages that those classes were teaching them.

My daughter, age four, just kicked off her experience with this Asian-American tradition with Saturday Chinese school (yes, that is despite her Japanese mother and her Italian-American father). We recently discovered that there's one of these schools about ten minutes from our house and, although we missed the first semester, we were eager to get her started and finally got around to it today. While she's had Chinese nannies and babysitters for most of the time that she's been speaking, we found that she was progressing a lot more in English (she goes to English nursery school every day, karate once a week, and dance occasionally) and Japanese (she goes to Japanese Kumon classes twice a week and ballet once a week) than in China, whereas Chinese was originally her best language (she started speaking while we were in China).

As it turns out, her Chinese classes here are as much of a language experience for her as they are for my wife and me.

Read more...One of Felicia's babysitters had called the school this week to see what we needed to do to get her enrolled, as their online registration wasn't working. He basically said just go there at 9AM on Saturday to take care of whatever paperwork there was, and she should be set for class at 10:45AM.

We show up at the middle school where the classes are held to see a parking lot full of Chinese people (they were probably mostly or at least partially Chinese-American, but let's just keep it simple and call them "Chinese"). We then go into the cafeteria, which was something of a base for the classes and a gathering places for pretty much every one related to a kid attending any of the classes, and this too was chock full of Chinese people with an occasional white person (case in point) floating around. In the typical entrepreneurial Chinese style (that somehow, amazingly, Mao managed to suppress for a few decades last century), one person set up a store of various snacks and drinks on one table, looking like they had just bought bulk and driven it straight over here. And some of the scenes there were straight out of a movie like The Joy Luck Club, such as the cafeteria table claimed for a game of mah-jong by a group of grandparents, with grandchildren running around at their feet.

We wandered around the cafeteria for a bit and weren't sure who was in charge until someone started setting up a printer and a scanner at a desk near what I suppose was supposed to be the front of the cafeteria. So we walked up to them to inquire about what we needed to do.

We thought there might be a little issue about our daughter starting in the middle of the year, so my wife, who thinks I'm a better negotiator, had me do the talking. Although I'm pretty sure they all speak English just fine, I opted to use Chinese because of a concern about the classes. There's a Chinese class for Chinese speakers, like my daughter, and another for Chinese learners, i.e., English speakers who are starting to learn Chinese. I was concerned that they'd see my white face and think, "Oh, here's another one for the foreigner's class," and so I hoped to evade that discussion by going at them in Chinese. Doing that, they would assume that my Japanese wife is Chinese and then just put my daughter in the class that promises better language exposure by not using English (although the teacher did keep saying "sticker" in English while speaking Chinese in lieu of the perfectly available Chinese word tiēzhǐ). Sure enough, the mid-year start date was raised as an issue. We weren't concerned about my wife speaking up either, because her accent's good enough that she falls within a range that sounds Chinese, and Chinese people are always generically asking, "So you're from Southern China?" when they hear her talk.

Their first answer was, "No, we're full,", but one thing I found to be true in China was that, if someone initially said no to you, persistence could turn that into a yes, and I intended to see if the same thing worked here. The rational analysis sometimes seemed to be, "Is it less of a hassle to just say yes to this guy or to keep saying no?" If they say no and you just walk away, that's a piece of cake for them, but if you make a nag of yourself suddenly it becomes easier to just let you do whatever you want. (This is something I discovered as a kid worked with my parents too, but I'd rather my kids come up with this idea.) For instance, when I was studying Chinese in Beijing, the placement test put me a level or two below the top of maybe a dozen levels, but I wanted to be in the highest level possible because of how rapidly you can learn when you're immersed. When I was first told no, I kept bugging the person who told me no and several other people until I finally got bumped up, clearly above what the test results had gotten me. I'm not sure if this works in all bureaucracies in China (unfortunately, in some, a wad of cash will work much better), but it usually worth a shot.

The first answer we got from the Chinese administrator was, "Sorry, it's the middle of the year, we're full." So I said that we had called earlier this week and they said to show up at 9AM and we should be able to take care of everything. He asked who we spoke to and, since the babysitter called, I had no idea. I did know, however, that it was "the guy whose name and number were on the website", and I told him so. Apparently he had no idea who that was. After effectively repeating this interchange a few times, he finally gave in. I think he might have thought that the person our babysitter had spoken was someone important that was higher up in the administration, so he was weighing potentially needing to deal with that guy or just letting us sign up. He went for the signing up.

So we take care of the paperwork and whatnot and we're sitting in this cafeteria full of Chinese people. And then my son reminded me what good language-learning tools one-year-old kids can be; my son kept going up to people and pointing at them, and this would repeatedly result in them calling him cute and start talking with us.

My wife eventually left to run some errands, leaving me to escort our daughter to class. After dropping her off and again getting a chance to converse in Chinese - this time with the teacher, I was left alone. There happened to be free Chinese-langauge newspapers there so I picked one up and started reading it. It appears that the de facto standard Chinese in the U.S. uses traditional characters, and there were a few that were driving me nuts because I was sure I knew them as simplified characters but the traditional versions weren't ringing any bells. In any case, one of the articles I read was criticizing China's stimulus plan, saying it only helped bureaucrats' favored companies, while the U.S. stimulus plan was aimed at the average person. A pretty interesting read, but it was a shame I didn't have my dictionary with me because now I have to go back and reread it to find all the words I didn't know, if I even end up bothering to do so.

Today also happened to be the day of what they called "parent-teacher conferences", but were less the one-on-one meeting that that term conjures up than the teacher giving an update to all the parents at once. So I got to sit through my first such meeting in Chinese today, and I was surprised at how easily I was able to follow what she was saying. There were only two words I didn't get, but since they are things that the kids will be doing this upcoming semester (I got that much), I'll probably be learning the words soon enough.

So now we have a chance every Saturday to hang out in a hall full of Chinese speakers, and as my daughter makes friends and we meet people there, I'm sure we'll be putting our Chinese to great use. This is just one example of the many creative ways that you can find people to chat with, if not outright native-speaker tutors, and also get other kinds of exposure to your target language in less-than-obvous places far from the language zone. If you had asked me where I could find hundreds of Chinese people gathered together every Saturday in the New Jersey burbs just a month ago, I'm sure I would have had no idea. But now that I have found just that, it's definitely a great language-learning opportunity for all members of my family - and not only those for whom we're paying tuition.

Livemocha review: Love the native speakers, the method not so much

I've recently been giving the totally free language-learning website Livemocha a spin. Livemocha is absolutely excellent for putting you in touch with native speakers and having them correct your written and spoken submissions, but its teaching method leaves a lot to be desired, and they still have some kinks to work out of the system.

Livemocha divides a language into courses, then units, and then lessons. For most languages, there are four courses that aim to get you to an intermediate level, and each course is divided into three units of about five lessons each. Lessons, in turn, are divided into four types of activities: learn, review, write, and speak.

Let me start with the last two and what I love about the site: how it links you up with native speaker tutors, and plenty of them at that. The "write" section asks you to write a short text, generally based on the lesson but you're free to meander off topic (and I frequently do), and the "speak" section asks you to read and record a passage of target language text. You then submit these to up to ten other users to correct for you.

Read more...Ideally, you'll want to submit your work to be corrected by native speakers, but even among native speakers your feedback will vary greatly. I initially began by just randomly selecting German speakers from among my friends and the website-suggested users, but I was able to quickly discover and prefer those who were giving me the highest-quality feedback. I now have a core group of tutors to whom I consistently submit such assignments to, and their feedback is phenomenal. They drill into my work to find even subtle mistakes and offer excellent explanations of what I'm doing wrong. So, while initially you may find that the feedback you get is not all that great, as you separate the wheat from the chaff you'll eventually end up with excellent tutors.

The other way in which Livemocha connects you to native speakers is via chat. You can do text chat, audio chat, and video chat. Livemocha encourages you to chat via their system by providing you with points for using it (more on that below), but given the rough feel of their chat capabilities I often find that we end up taking it out of Livemocha to MSN for text chat and Skype for audio or video chat. Despite the issues with Livemocha's own chat features, it stands as an excellent tool for putting you in touch with native speakers of your target language.

And you might be wondering how it is these people will correct your work for free. Like certain other other language websites, they use a deviously clever all-carrot, no-stick point system. You get points for studying, but also for teaching, i.e., doing things like correct others' written work. After you submit in the writing or speaking sections, you're presented with another learner's work to be corrected in your own language. This is ingenious social engineering; right after you've asked a bunch of people to correct your work, you're presented another's work to correct. How can you not? You actually can skip it, but I'd bet the skipping rate is pretty low.

You'll also find that, once you have your established tutors in your target language, you'll be eager to correct any work they send you in a quid pro quo; they're doing a great job for you, so you feel the need to do a great job for them. My only gripe, and I suppose it's more of a request for improvement than a gripe, is that I'd like to be able to sort my requests for corrections by the number of times the sender has corrected my work. For now, I do it manually by just trying to remember who has been helping me out.

Now let's turn to the parts that don't impress me so much. The "learn" section of a unit consists of a picture being shown with the text describing that picture below and a native speaker speaking the text. It's not always clear what the text is describing, so you're provided with a translation button that lets you see what the text is supposed to say in your native language.

The "review" section consists of exercises, of which there are three types.

1. Read: You select the picture that matches target language text.
2. Listen: You select the picture that matches target language audio.
3. Magnet: You put together a sentence magnet puzzle to match target language text or audio, which looks like this in the case of text:

Additionally, there are extra optional exercises, which include the above three plus "quiz" exercises, in which you are presented with a word, phrase, or sentence in the target language and must select the corresponding translation.

You can also make flashcards from the content in the lessons, or you can make your own flashcards from scratch. It's something of a hassle to make flashcards, and the testing method is the same as the "quiz" exercises, with incorrect answers selected from within the same flashcard set. These basic flashcards seem like something of an afterthought, and it's quite a hassle of pointing and clicking to make your own flashcards.

The core method is much like Rosetta Stone's; they provide you with the language, and you're supposed to figure out the rules.

As is always the case with such inductive systems, the problem is that that does not work very well for anything above a certain degree of complexity. I've been trying out Livemocha as a way to review German, and one of the issues I knew that I definitely need to review was the cases. The one-line explanation of German cases for the uninitiated is that certain German words, including nouns, adjectives, "the", "a", etc., change their form depending on how and after what they are used in the sentence. I had cases down pat before, but as I've not been using German a lot over the past few years the exact rules have slowly leaked from my head, and I thought I'd be able to pick them up using Livemocha.

But that was not the case. I frustratingly found myself making the same mistakes over and over again, and wishing I just had the rules presented to me so I could quickly refresh my memory. Ultimately, I turned to other websites and some grammar books I have to get a refresher. If this is the case for me, a person who is reviewing the rules, it would only be that much harder for someone taking their first crack at German to actually figure out what is going on in the grammar just by going through Livemocha's courses.

And I'm certainly unimpressed with the exercises' ability to actually test your knowledge. For one, you can often figure out the answer from words you learned earlier without needing to test the words in the most recent lesson. For instance, if you're studying adjectives, they might have "a fat man", "a skinny girl", "a tall boy", etc. But because they use a different noun for each, you can easily figure out what the answer is without knowing a thing about the adjective. Similarly, you can often use process of elimination to figure out answers, without really needing to understand what's being presented to you. For instance, pictures are often tested in groups of four. Once you've done the first three, you know the next answer will be the fourth. The same sort of process of elimination can be used in the magnet exercises. What's more, in the magnet activities, there is no tolerance for incorrect punctuation or the like. For instance, you might find "gut" and "gut." (i.e., one with a period and one without) as two separate magnets among the options. If you accidentally put the one without a period at the end of a sentence, it'll mark it wrong. While strictness has its place, this is most likely just a stupid mistake that doesn't reflect on your comprehension and hence should be ignored, but isn't.

Another practice I find suboptimal is their use of a single learning course for multiple languages. There is a core course that is simply translated to other languages to expand the system. While this makes it easier to incorporate more and more languages, it is not optimal for learning as the course will undoubtedly work better with some languages than others.

The last big group of issues with the site that I'll touch on are what appear to be growing pains: kinks that I would hope are temporary and will be worked out over time. These are the little things that take away from the experience.

Certain assignments ask you for things that haven't been taught yet. For instance, in German 101, Unit 2, Lesson 2, the writing assignment is "Describe the locations of a set of people and objects. Describe each. EX. The woman is on the yellow couch. She is not in the brown chair." However, up to this point the course has not covered how adjectives change in front of nouns. This means that your poor reviewers will have to correct all of your guesswork and it greatly increases the burden on them.

And the system still has mistakes outright in it. For instance, in one exercise, I came across this picture:



The text for this was "Wo ist er? Es ist im Karton." ("Where is he? It is in the box."). This is, of course, as wrong in German as it is in English, but it was that way in both the text and in the native speaker's recording. You would think that the native speaker would have at least flagged this for them so they could fix it instead of just reading it rote (if that was in fact a computer's voice, color me impressed). Another mistake I came across was "Der Junge hat keine roten Haaren" ("The boy doesn't have red hair"). The mistake is that there's no -n on the end of the word for "hair"; it should be Haare.

In addition to outright mistakes, there are also times when two or more pictures are the right answer, leaving you guessing blindly as to which one is actually the "right" answer. In the exercise below, the text says, "Where are they? They are in the box," and you've got to pick the correct picture. Well, are they referring to the candies in the box or the flowers in the box? It's totally unclear and you're left guessing which is supposed to be the right answer.





And here's another one. The text says "She doesn't have red hair." We can eliminate the guy and the lady with red hair, but which of the two non-redheads is this referring to? Only haphazard guessing will tell.





There is also generally bugginess in the responsiveness and behavior of the interface. There were a few times when I went through one "review" section and only got one or two wrong (out of 40) and ended up with a score like 70%. I can only attribute that to some sort of technical screw-up. There were at times time lags that resulted in incorrect clicking, and sometimes a click wouldn't register at all. This is particularly true when you have a Livemocha chat window open and are getting a new chat message.

Despite what now looks like a post full of griping and moaning, I would recommend Livemocha as a tool for language learners. Their teaching method is not all that great, but it's not terribly painful to click through a bunch of cards, and it's certainly helpful to hear the target language spoken by a native speaker. And, of course, you can skip it, if you want to. But the real gold lies in the site's ability to put you in touch with native speakers, and you should definitely arm yourself with that as one tool in your language-learning kit.

Best online dictionaries for Chinese, French, German, Italian, Japanese, Portuguese, and Spanish

After the jump,Below you'll find a list of my favorite free online dictionaries for each of the languages I speak. There are numerous other dictionaries out there that you need to pay for, but I'm interested in doing this without shelling out a dime because, well, because you can, so why shell out that dime? Moreover, some of these websites have a lot more than just language-learning dictionaries, but here I'm just looking at their dictionaries.

If you'd like to just cut to the chase and get to a list of dictionaries by language, click here. Otherwise, read on for a brief description of each dictionary.

Read more...

• WordReference.com: This is one of my favorite online dictionaries and my start-off point for Italian and Spanish. It has generally great word coverage. For Chinese and Japanese, my big complaint is that they don't tell you how the characters are pronounced.
  
  Languages: English to and from French, Italian, German, Russian, and Spanish. In beta, English to and from Chinese, Czech, Greek, Japanese, Korean, Polish, Portuguese, Romanian, and Turkish.


• Reverso: This is my start-off point for Portuguese and a great back-up for the others. I generally prefer WordReference to this because I've found their coverage to be a bit better, especially for phrases, but it's a close call. The specialized dictionaries are also a welcome addition.
  
  Languages: English to and from Chinese, French, French business terms, French computer terms, French medical terms, German, Italian, Portuguese, Russian, Spanish, and Spanish computer terms.


• ALC: This is my start-off point for Japanese and my favorite dictionary of them all. From what I gather, in addition to having a standard dictionary, this dictionary trolls the net for examples on the net where the phrase in question is in both Japanese and English and then adds that to their database. Even if there's no specific dictionary entry, you'll be able to get the third-party translation. I've been able to find difficult legal terms here that I was unable to find anywhere else. My only complaint is that, as it's made for Japanese users, it doesn't tell you how kanji words are pronounced. Which is why I still make frequent use of the next one...
  
  Languages: English to and from Japanese.


• Goo: Goo's dictionary is a more standard dictionary than ALC that has good coverage and provides the pronunciation for kanji words.
  
  Languages: English to and from Japanese.


• Jeffrey's: While pretty rough in appearance, this serves as a valuable back-up Japanese dictionary and is the only one I use that is aimed at Japanese learners rather than Japanese speakers.
  
  Languages: English to and from Japanese.


• MDGB: My first stop in Chinese. Geared toward English speakers, they have great word and phrase coverage and also provide the pronunciation and audio recordings of pronunciations.
  
  Languages: English to and from Chinese.


• Dict.cn: This is an excellent dictionary that takes a page from ALC and gets samples from the net. It is another of my favorites, although it doesn't provide you with the pronunciation of characters as MDGB does.
  
  Languages: English to and from Chinese.


• Iciba: Another solid Chinese dictionary, similar to Dict.cn.
  
  Languages: English to and from Chinese.


• Lexilogos: This site is great because it lets you look up your word into all the other major dictionaries, including my mainstays of WordReference and Reverso, all from a single page. It makes for a one-stop-shop in French.
  
  French to and from English and many, many other languages.


• LEO: This dictionary beats WordReference in terms of the number of phrases it generates for each word, and hence has become my first stop when looking up German words. It is one of several very good English-German dictionaries.
  
  Languages: English to and from German.


• BEOLINGUS: Another solid entry in the German category, with results similar to LEO.
  
  Languages: English to and from German. German to and from Portuguese and Spanish.


• English Grammar Online: Yet another solid entry in the German category, again with results similar to LEO.
  
  Languages: English to and from German.


• SpanishDict: This is another very solid Spanish dictionary that I turn to from time to time. They claim to be the largest Spanish-English dictionary on the net.
  
  Languages: English to and from Spanish.


• Merriam-Webster: Yet another solid Spanish dictionary.
  
  Languages: English to and from Spanish.


• Woxicon: This one gives very short, typically one-word translations between multiple languages at the same time. While it does not have lot of depth, I've found it particularly useful for figuring out, say, whether the way something is expressed in one Romance language is the same in another.
  
  Languages: To and from Dutch, English, French, German, Italian, Portuguese, Spanish, and Swedish.


• LookWAYup: This one limits what you get in the free version to entice you to purchase an upgrade version. I use it primarily as a back-up when one of my mainstays turns up blank.
  
  Languages: English to and from Dutch, French, German, Portuguese, and Spanish.


• Ultralingua: Ultralingua makes high-quality dictionaries for download or for subscribers. The free dictionaries they host on their website allow unlimited access to their dictionaries but a limited number of searches per day. While this means they cannot be your mainstay dictionary, they are a great back-up dictionary to try out when other ones aren't given you the word you're looking for.
  
  Languages: English to and from Esperanto, French, German, Italian, Latin, Portuguese, and Spanish. French to and from German, Italian, and Spanish. Portuguese to and from Spanish.

Beyond the above dictionaries, if you can't find the word you're looking for try plain old Google. The trick is to write the phrase in the target language and then write another phrase in English that you think would be in a translation of it. Doing this, you can typically find a text that contains the word and is translated into English (which is exactly what ALC does and is why I love it so much), and then all you need to do is figure out how they match up. You may need a native-speaker tutor for a bit of help in that regard (if they can't just tell you what it means to begin with).

Here are my favorite dictionaries for each of my languages in the order I typically turn to them.

Chinese

1. MDGB
2. Dict.cn
3. Iciba

French

1. Lexilogos

German

1. LEO
2. BEOLINGUS
3. English Grammar Online

Italian

1. WordReference.com
2. Reverso

Japanese

1. ALC
2. Goo
3. Jeffrey's

Portuguese

1. Reverso
2. LookWAYup

Spanish

1. WordReference.com
2. Reverso
3. SpanishDict

Native-speaker tutors via video chat

I did a quick Google search today to see what I could come up with for getting native-speaker tutors via video chat, and eduFire.com appears to really nail it, provided you have a few bucks to shell out. Tutors on eduFire explain what they can tutor in and set their own price in the profiles, and you just drop by, pick your tutor, arrange a time to meet with them via Skype video chat or whatever other method works for the two of you, and you're learning. The prices are all over the place, ranging from $10/hour for one native-English tutor I saw to $70/hour for one law-school graduate tutor (as a fellow law school grad, I'm glad to hear it).

The one recommendation I'd have for them is to set up a language exchange service, whereby you can teach your language to someone and they would teach their language to you, all free of any payments. It appears that in any case this can happen unofficially, but it'd be nice if they could make it an outright part of the package.

Update: After I put up the initial post, I noted that an ad for Myngle on my blog. I clicked through to find what appears to be a direct competitor of eduFire. Sooner or later I'll have to do a side-by-side comparison of the two, but for now if any of you have done so I'd love to hear about your experiences.

NYT/USA Today: Record number of U.S. students studying abroad

"Language ability" and "American" are not two things that are often thought of as being linked, but in a sign that bodes well for America's linguistic future the New York TImes and USA Today are reporting that a record number of U.S. students are studying abroad in a wide variety of places. CNN reports on the reverse of that: foreigners are coming to study in the U.S. in record numbers as well, topped off by India and China. So whether it's immersion abroad or a native-speaker tutor at home, it appears that linguistic experiences are becoming easier to get.