Toshuō - learning Chinese, teaching English, trying to understand more
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Part 3, at last! After another month, this is what I sound like:

Progress summary since last time

  • Anki Decks: Almost nothing… just trying to keep up with reviews
  • Living Language: 80% Finished Living Language Intermediate
  • Reading: Read 2 Blaine Ray books, started a third and have done some short stories

Time allocation

I haven’t done so well this month at making time for Spanish. I barely used Anki at all and I spent about 30 minutes, 4 days a week on Living Language. I’ve been reading graded readers, but sporadically. The one bright spot was getting in more tutoring sessions. I managed 6 in April, I think.


Living Language still seems pretty standard, but of high quality. I’m almost done with the intermediate book and while my memory of previous material isn’t perfect, I think I’m retaining a good amount. One thing I particularly like about the series is that while it uses all four language skills, it does a good job of keeping the time spent on writing in control. Back when I was learning Chinese, I spent far, far too much time writing. I think that if I’d spent 2/3 of that time reading or listening instead I’d have improved my vocabulary and comprehension more efficiently and it would have gotten me to a high level more quickly.

Simplified readers

I’ve been super impressed with the Spanish readers I’ve bought. They’re of way better quality than the easy reading materials I used learning Chinese. Especially Blaine Ray’s novels have been fantastic. The first one, Pobre Anna, only has 300 headwords! There’s also a glossary at the back which contains all the words used. Even more importantly, it’s well written and manages to be kind of interesting despite being so simple. The next book in the series, Patricia va a California has a slightly bigger vocabulary but is still very easy. In total, there are five books in the easiest level of the collection, four at level two and two at level three. I’m not exactly sure what the levels correspond to, but the series definitely has a gradual ramp up in difficulty.

Hey everyone! As I predicted, I’ve been too busy with work to have much time for studying Spanish, but I’ve tried hard to do at least a little every day.

Progress summary since last time

  • Audio programs: Finished Michel Thomas’s Total Spanish
  • Anki Decks: About 500 words learned in total
  • Living Language: Finished Living Language Essentials (their book 1)
  • Reading: Ordered some graded readers but don’t have them yet

Time allocation

I’ve barely spent any time at all on Anki. I’ve been reviewing about 1-3 times per week and I don’t spend that long. The “learned” and “mature” cards of the two decks are still growing though. I spent about 1 hour per day on Total Spanish until I finished it. Recently I’ve been spending most my time—30 minutes to an hour a day—on the Living Language series text books.


Michel was great for grammar and for leveraging cognates between English and Spanish to get as much as possible out of the similarity of the two languages. After I get to a higher level, I may do his next program. Anki is doing all the wonderful things it does and unlike when I was learning Chinese, I’m not giving myself stress over it or spending over an hour a day doing flashcards or anything like that. Living Language seems like a pretty standard textbook, but a bit better than average.

I don’ know if my progress in these past three weeks has been good or not. It feels slow and my ability to speak is lagging reading, which wasn’t often the case with Mandarin! Here’s another video in Spanish:

I’ve just finished going through the Michel Thomas Total Spanish audio course. It’s eight CDs in total and it assumes the listener is a complete beginner.


It’s been too long since I’ve been actively learning a language and I’ve decided to take on a new challenge! I’m going to learn Spanish. It should be good fun. Since learning how to learn a language, I haven’t studied anything so similar to English. It’s going to be great having so many cognates with English and not needing to learn thousands of characters!

I have a lot of skills from my experiences learning Japanese and then Mandarin that will help me. On the other hand, now that I’m a software engineer at a tech start-up in the San Francisco Bay Area, I don’t have nearly the time I had in my 20s while I was learning those languages. Here is my plan:

I’m going to spend some time on vocabulary flashcards in an SRS, but no more than three hours a week. I’ve also got some textbooks and I’m doing an hour of private tutoring each week.

While I’m not a complete beginner, my Spanish is very, very bad at the moment. I’ve often wished I could see the version of Mark from many years ago who struggled to speak Chinese, so I’m recording videos of my Spanish right from the beginning level.

Next time will be better! At the very least, I’ll know how to say 500.


Growing up, I was an avid reader and English was always one of my stronger subjects. But, I never expected that one result of going to Taiwan to teach english would be unintentionally becoming a grammar nazi! I suppose my grammar was relatively strong before I left, but teaching English to non-native speakers has greatly strengthened it.

I taught children. It was wonderful. They were, for the most part, cheerful, eager to please and fun. But they also had this annoying habit of asking “why?”

Why is it, “I haven’t swum this year,” instead of, “I haven’t swam?”

Why is it, “I like eating,” and not, “I like eat?”

“Why is it a big, brown dog and not a brown, big dog?

“Why, why, why…”

Being a student of foreign languages myself, I told them I’d always done better by focusing on how to express a given idea than why it had to be expressed that way. A lot of children were satisfied with that. A few children weren’t. Most of their parents weren’t. They really wanted to know why. And after my first year or two, so did I.

So I ended up learning about when to use past participles, the similarities between gerunds and infinitives, subjunctives and many, many other things about the wonderful complexities of my native tongue. It wasn’t half bad for my abilities to talk about grammar in Chinese, either!

Somewhere along the way, I started to forget what it was like not having an explicit knowledge of various grammatical points. Then I came back to the US and almost immediately started noticing everyone else’s grammatical errors. “There’s a lot of busses to the Embarcadero from here,” I’d hear someone say. And I’d be thinking, “There are a lot of busses because they are countable and plural!” in my head. “I’ve ran a lot of intervals this week,” I’d hear some guy say at a park. “NO!!! You’ve run them because it’s a completed action and therefore is a perfect tense and requires a past participle!” an evil voice would scream. Once in a while it was almost like being a character in The Oatmeal comic.

Now that it’s been two years, my inner grammar nazi is just now finally starting to subside and allowing me to let the distinctions between less and fewer slide. I still haven’t relaxed my stance on English “names” I can’t stand, though!


This is a short one!

This video covers the pronunciation and semantic clues of words ending in -able and words ending in -ive.

Last week one of my projects at Hack Reactor was to write a server (using Node.js) to emulate the functionality of the Wayback Machine– that is to download and archive copies of various web sites.

An interesting coincidence is that my old friend John just wrote about it yesterday. He’s designed and written numerous beautiful blogs and, sadly, destroyed them and broken all of my links to them. He’s started combing the wayback machine to bring some of that content back… for me. Now I can tell you readers who email me about not being able to find his content to go check out the graveyard. Some of his old posts on language (and other) learning are great!

How do you pronounce an “a” if it’s at the end of a word? This one’s pretty easy. Just tell your students at some point… or better yet, ask them if they’ve noticed the pattern.

In terms of phonics, what’s the difference between -sion, -tion and -ssion? Why is it that it’s possible for students first encountering the words “devotion” or “nation” to be 95% sure they end in -tion and not -ssion? Why is it even easier to know when to spell something with -sion?