We often see people wondering:

Is English The Easiest Language To Learn?

In this episode, we explore the debate around the difficulty of learning English.

Drawing from a Reddit thread, a Medium article, and a blog post from Swap Language, we discuss varying perspectives on whether English is easy or hard to learn.

We’ll examine factors like the simplicity of English grammar, its role as a global language, and how individual experiences—such as native language, language background, and access to resources—shape how challenging English feels to learners.

We’ll also touch on which languages are easiest for English speakers to pick up based on linguistic similarities. Tune in for a deep dive into what really makes English tricky or simple, depending on your starting point.

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The main factors that influence how easy a language is to learn depend on the individual learner and their background. Here’s what the sources have to say:

● Native Language

Languages that share common roots with a learner’s native language tend to be easier to learn. For instance, someone whose native language is English might find it easier to learn other Germanic languages like Dutch or German due to similarities in grammar and vocabulary. Conversely, languages with drastically different linguistic structures can pose significant challenges. For example, native English speakers often struggle with the tonal systems present in languages like Mandarin or Vietnamese.

● Previous Language Experience

Knowing multiple languages, even if unrelated to the target language, can give learners a significant advantage. This is because multilingual individuals have a better understanding of language structures and learning strategies. They are already familiar with concepts like verb conjugations, grammatical cases, and syntactic variations, making it easier for them to grasp similar concepts in new languages. This familiarity allows them to draw parallels, recognise patterns, and accelerate their learning process.

● Exposure and Access to Resources

The pervasiveness of English in media, technology, and global communication makes it readily accessible for learners worldwide. This exposure provides ample opportunities for passive learning through music, movies, and online content, even without formal study. This widespread availability of resources greatly facilitates language acquisition.

● Motivation

A strong motivation, such as personal interest, career goals, or love for a particular culture, can be a driving force in overcoming the challenges of language learning. Learners who are passionate about a language are more likely to invest time and effort, making the process more enjoyable and effective.

● Individual Learning Styles and Preferences

Some learners excel in memorising vocabulary, while others prefer focusing on grammar rules. Tailoring learning methods to individual strengths and weaknesses can make the process more efficient and less frustrating. For example, learners who struggle with grammar might benefit from immersive language learning experiences that emphasise communication over formal rules.

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In this episode, we're discussing essential rules of comma usage in English writing.

We’ll break down common myths, such as the misconception that commas should be placed where you pause. Instead, we’ll explore proper comma use in various contexts, including separating items in a list, joining independent clauses, and setting off non-essential information.

You’ll also learn how to handle commas in dates, addresses, and titles, with clear examples and explanations. By the end, you’ll have a solid understanding of when and how to use commas confidently, avoiding the most frequent mistakes.

Common Comma Mistakes and How to Avoid Them

● Using a comma to separate a subject from its verb

○ Incorrect: My friend Cleo, is a wonderful singer.

○ Correct: My friend Cleo is a wonderful singer.

● Even if a subject is long or complex, the comma should not be used to separate it from the verb.

○ Incorrect: The things that cause me joy, may also cause me pain.

○ Correct: The things that cause me joy may also cause me pain.

● Using a comma between two verbs or verb phrases in a compound predicate

○ Incorrect: We laid out our music and snacks, and began to study.

○ Correct: We laid out our music and snacks and began to study.

However, using a comma in a compound predicate can sometimes prevent misreading. For example, in the sentence "Cleo spotted the man who entered the diner, and waved", the comma makes it clear that Cleo waved, not the man.

● Using a comma between two nouns in a compound subject or compound object

○ Incorrect (compound subject): The music teacher from your high school, and the football coach from mine are married.

○ Correct: The music teacher from your high school and the football coach from mine are married.

○ Incorrect (compound object): Cleo will wear a sparkly red blazer, and high heels.

○ Correct: Cleo will wear a sparkly red blazer and high heels.

● Using a comma after the main clause when a dependent (subordinate) clause follows it

○ Incorrect: The cat scratched at the door, while I was eating.

This mistake can be avoided by placing the dependent clause before the main clause and following it with a comma. For example, the previous incorrect sentence can be made correct by writing, "While I was eating, the cat scratched at the door".

However, when a dependent clause follows a main clause, a comma can be used in cases of extreme contrast. For example, the sentence "She was still quite upset, although she had won the Oscar" is correct because it is an example of extreme contrast.

● Using a comma to separate essential elements of a sentence

Essential elements, such as clauses beginning with "that", should not be set off by commas. That clauses after nouns and following a verb expressing mental action are always essential.

○ Incorrect: It is critical, that you not put a comma in this sentence.

○ Correct: It is critical that you not put a comma in this sentence.

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Today we're discussing the ambiguity of the words "biweekly" and "bimonthly," which can both mean "every other week" or "twice a month."

We're especially looking at an article on Merriam-Webster.

The article explains that the prefix "bi-" can mean both "occurring every two" and "occurring twice in", leading to this confusion.

The article also suggests alternative words such as "semimonthly" or using phrases like "twice a week" to avoid ambiguity.

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In this episode we're discussing common rhetorical devices used in writing and speech.

We define several devices and offer examples to illustrate how they are used effectively.

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In this episode of Mr. and Ms. English, we dive into the tricky distinction between the verbs "make" and "do."

Although they may seem similar, these verbs have specific uses in fixed expressions that often confuse English learners.

We'll break down general rules to help you understand when to use each verb, explore common collocations, and share useful examples to reinforce the difference.

By the end of this episode, you'll have practical tips for memorizing these phrases through exposure and practice with authentic English material. Tune in for a clearer understanding of "make" vs. "do"!

*When to Use 'Make' vs. 'Do' in English*

The verbs 'make' and 'do' are often confused because they have similar meanings. In general, use 'make' when you create or construct something, and use 'do' for actions, work, or general activities. However, there are many fixed expressions in English that use 'make' and 'do', and these often need to be memorised.

'Make' for Creation

'Make' is used when we create or construct something, whether tangible or intangible.

● Tangible creations: "She made a cake."

● Intangible creations: "Your dog is making too much noise."

● Plans and arrangements: "She made plans to go to a movie with her sister."

'Do' for Actions

'Do' is used for general activities, work, chores, and tasks.

● General activities: "What did you do at the weekend?"

● Household chores: "I have to go home and do some chores this afternoon."

● Work-related tasks: "I think the students did a great job with this essay."

Fixed Expressions

There are many fixed expressions with 'make' and 'do'.

● Examples of fixed expressions with 'make': make amends, make an appointment, make a difference, make a mistake, make a phone call, make a suggestion

● Examples of fixed expressions with 'do': do badly, do business with, do your best, do your duty, do harm, do the ironing, do the laundry, do research

It's important to note that while these guidelines can be helpful, there are exceptions.

For example, you 'make the bed' and 'make breakfast', even though these are actions.

The best way to learn the correct usage of 'make' and 'do' is through practice and exposure to the English language.

Listening to the radio, watching English TV shows, and reading English books can help you become familiar with common collocations and improve your understanding of when to use 'make' or 'do'.

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In this episode, we're looking at the fascinating history and evolution of the apostrophe in the English language.

We'll explore how its role has changed from indicating missing letters to showing possession and why its usage has been inconsistent throughout history.

From Shakespeare to Benjamin Franklin, even some of the greatest writers struggled with this tiny punctuation mark.

We'll also tackle the ongoing debate around the apostrophe's use in contractions and the confusing "it's" versus "its" dilemma. Join us as we unravel the mysteries and controversies surrounding the apostrophe!

Evolution of the Apostrophe

● The use of the apostrophe has been in flux since its earliest appearances. There has never been a time of complete consensus about its function, and its role is still changing today. One example of this is how the use of the apostrophe in names like "Harrods" and "Barclays", and in dates like "1930s", has shifted.

● The apostrophe likely first appeared in the 16th century, either in an Italian edition of Petrarch (1509) or at the hand of French printer Geoffroy Tory (1529). Initially, it was used as a mark of elision, indicating that a letter (usually a vowel) was omitted from a word, often for reasons of pronunciation. For example, "walk'd" instead of "walked". However, its usage wasn't consistent, with writers sometimes inserting apostrophes into words without any clear purpose.

● The use of the apostrophe to indicate possession, such as in "the apostrophe's role", is a later development that further complicated its function. One theory suggested this possessive s replaced “his”, making “the king’s book” a shortened form of “the king his book”, but this idea is largely dismissed today.

● A more likely explanation is that the possessive apostrophe is rooted in Old English's inflectional system. In Old English, adding "-es" to singular masculine and neuter nouns indicated possession (e.g., "cyning" (king) became "cyninges" in the possessive form). The apostrophe in this context represents the elided "e" from this older form.

● Despite this historical explanation, the use of the apostrophe for possession remained inconsistent for centuries. Even prominent figures like Shakespeare and Benjamin Franklin used (or omitted) apostrophes in ways that would be considered incorrect today. For example, only 4% of words that would typically require a possessive apostrophe in modern English were punctuated as such in Shakespeare's First Folio (1623).

● This inconsistent use demonstrates that there was no widespread agreement on the apostrophe's application for possession, a situation that persisted into more recent times. Even grammarians' pronouncements on apostrophe use have evolved considerably over the centuries, as seen in 17th and 18th-century grammar guides. Today, though most English speakers understand the basic rules of apostrophe use, its nuances continue to be debated and refined.

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In this episode, we explore the most common misconceptions surrounding English grammar.

We'll debunk the myths about "proper" usage that are often taught in classrooms and upheld by outdated style guides.

Mr. and Ms. English explain how these false rules can limit your writing, making it awkward or unnatural.

Break free from restrictive norms and use English with more confidence and creativity.

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And here are some examples of grammar myths, things you can safely ignore if someone tells you this:

● You can't begin a sentence with a conjunction. Many teachers tell young students this because it helps prevent them from writing in fragments. However, this is not a real rule of the English language, and most style guides agree that there are many instances where starting sentences with conjunctions can be rhetorically effective or add emphasis and tone to writing.

● Infinitives must not be split. An infinitive is the "to" form of a verb (e.g., "to go"). The rule against splitting infinitives states that one should not place an adverb between "to" and the verb. This is another myth with no basis in English grammar, and most style guides agree that splitting infinitives is acceptable in many cases, especially if it improves the clarity or natural flow of the sentence.

● You can't end a sentence with a preposition. A preposition is a word, usually small and common, that shows direction, location, or time, or introduces an object (e.g., "on", "from", "above"). The sources say that this is one of the most persistent myths about English grammar. Ending a sentence with a preposition is grammatically acceptable, and the sources give many examples of famous authors doing so. This rule likely arose as English grammarians attempted to apply the rules of Latin to English.

● You can't start a sentence with because. The sources state that this is a myth that likely arose from teachers trying to prevent students from writing sentence fragments, which often occur when young learners start sentences with "because". However, starting a sentence with "because" is grammatically correct as long as the sentence also has at least one independent clause.

● All subjects preceding a gerund need to take the possessive form. Pinker calls this the "fused participle" rule. A gerund is a verb ending in "ing" that acts as a noun (e.g., "running" in the sentence, "Running is good exercise"). [This information about the definition of a gerund is not from the sources provided.] Pinker says that not using the possessive form before a gerund is grammatically acceptable, but often sounds less natural.

● Like cannot be followed by a clause or be used to introduce examples. The sources say that this is a myth and that "like" can be used in this way.

The sources also state that many common words (e.g., "funnest", "impactful", "mentee") are dismissed as "not real words", even though they follow standard English construction and are present in many dictionaries

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In this episode of Ms. English, we explore the evolving landscape of language, focusing on the rise of Gen Z slang.

We'll uncover the origins and spread of popular slang, examining the major influence of Black culture and platforms like TikTok.

You'll also learn how geographic patterns on American Twitter reveal the role of cultural regions and African American English in driving new vocabulary. We'll discuss how teens use slang to reflect a world of collapsing institutions and growing distrust, and dive into the role young women play in leading linguistic change—despite often facing criticism.

Origins and Evolution of Gen Z Slang

Gen Z slang terms frequently originate in marginalized communities, including Black culture, the LGBTQ+ community, and the drag community. For example, the term "slay," meaning to do something very well, originated in Black and LGBTQ+ communities and was popularized through social media. Similarly, the word "snatched," used to describe a fierce appearance, originated in the Black drag community.

Social media plays a significant role in popularizing and spreading slang. As a digitally native generation, Gen Z's use of platforms like TikTok and Twitter has facilitated the rapid proliferation of these terms. This is evident in the evolution of terms like "main character," which originated from a TikTok trend, and "sus" which gained popularity through the game Among Us.

Gen Z slang often involves repurposing older terms. Words like "bet," a term of affirmation, and "vibing," meaning to relax and enjoy the atmosphere, can be traced back to the 1990s and 1960s respectively. However, Gen Z has adapted these terms to fit their own linguistic style.

Music is another significant influence, particularly hip-hop culture. Terms like "no cap," meaning "no lie," and "drip," referring to a fashionable style, have roots in the hip-hop scene. The term "understood the assignment," meaning to have executed something perfectly, was further popularized by American rapper Tay Money's song "The Assignment".

Linguistic processes such as coinage, borrowing, and blending contribute to the evolution of slang. Coinage involves inventing entirely new words, while borrowing takes words from other languages. For example, "bet" is derived from non-slang usage. Blending combines existing words to form new ones.

While some slang terms are short-lived, others become widely adopted and eventually enter mainstream language. For instance, "OK boomer," a dismissive term used towards older generations, has transcended generational boundaries and become a common phrase.

Teenage girls are often at the forefront of linguistic change. Though the sources do not explicitly link this to Gen Z slang, it is worth considering as a potential contributing factor.

The sources focus on American English slang, so these observations might not fully apply to Gen Z slang in other regions.

Overall, Gen Z slang is a dynamic and evolving language that reflects the generation's digital fluency, cultural influences, and desire for creative expression. While rooted in pre-existing linguistic features and slang from marginalized communities, Gen Z's unique experiences and online engagement continue to shape its ongoing evolution.

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