how will you translate this from Spanish into English? Spanish: Pero si por ejemplo, después de vuestro baile nupcial tenéis 3 o 4 conciertos de grupos contratados, las horas extras que dediquemos de más para grabar dichas actuaciones deberán ser cobradas y serán tarificadas por horas. English: But if, for example, you have three or four concerts of hired groups after your nuptial dance, the extra hours we spent recording those performances will be paid and hourly metered. I have problems especially with the final part of the sentence... Thank you in advance.

hardly...when / no sooner...than Have these both structures the same meanings? Do you native speakers use both in the same context or is each one use for a specific moment? What I mean is... does it matter when to use one and another? Thank you!

Factors of Learning Well or Not There are four important factors that influence on the L2 learning, not only age as it's thought commonly. Other conditions are: motivation and attitude types, continuity and progression, quality, and the activities, materials and resources in the class - mentioned in order of relevance. Firstly, I tightly consider the motivation and attitude the bases of any aim, not only in L2 learning; if there's no motivation, nobody could encourage you to do it. If you are forced to study a language you don't like, probably the results will be a disaster. For example if a Spanish guy (17-18 years old) is obliged to learn Chinese even knowing he cannot bear Chinese culture or people. Continuity and progression are the second factors. The dislike of the L2 involves negative consequences as the lack of hard work, to not study vocabulary or avoid practising the language. If a boy (around 7-8 years old) goes to English lessons and once arrived home he doesn't revise the notes of the topic given, he'll forget it soon and the teacher had to repeat it again, so there's no progress or continuity. Finally, the quality and the types of activities that take place during the lesson may lead the student to motivation or not. For a teacher it's important to apply different activities for the different students. In a pre-school lesson, children learn with games, music (such as imitate the sounds of the animals when they hear their names in English or songs about the body parts)... but in a High School, the students would consider those activities childish and would not collaborate, so another activities (as talking in English between the learners) will fit better. Along with the activities, it¡s necessary a good quality of English in order to develop listening skills so that the student will reproduce it exactly as he hears in class; for example if the learner get used listening to the sound /ʃ/ ("shirt") properly pronounced, he'll be able to make it, if instead he hears /s/ ("see") from the teacher, he'll always say it wrong. Doing this assignment reminded me of several teachers and specific moments in class when I was younger, not much time ago. The teacher didn't do any interesting activity in class, he was the only who spoke, so I lost the motivation.

Has anybody idea of mechanics? I must translate into Spanish the word "jack" in this definition: ->any of various usually mechanical devices: as... a) a device for turning a spit b) a usually portable mechanism or device for exerting pressure or lifting a heavy body a short distance I know that B is translated as "gato" in Spanish, but I have no idea about A. I think it's a technical name. I added a picture in order you to make an idea, but I'm not sure if it's exactly that. I've been looking in every dictionary and webs and I found nothing at all. Please help me, thanks.

Factors to success in learning a second languages With respect to success in learning a second language, there are four main factors I consider the most important, and I will discuss them in order of relevance, always referring to the situation of an Erasmus student in Spain. As the refrain states: when there is a will, there is a way. If the student really wants to immerse in the target language and culture (Spanish), he must be willing and craving for discovering it. This motivation may make the student save money to travel to that target country to study, for example. Hence, there's nothing more important than intrinsic motivation; being the extrinsic motivation a weaker factor. Related to motivation is the attitude towards the target language and community. If this student has a positive attitude, this makes him develop a need to know more about the target language, not only by studying it in his country, but living among the community during a time, and it's when the study trip takes place. The two factors already mentioned usually start to develop in his home country, but when he already is in Spain, there are two other factors important to reach success. Firstly it's the learner's beliefs factor. In order a student to pass the subject, the class procedure must live up to his expectations. For example, if the student is somehow shy and no activities of interaction take place, it'd be harder to practice Spanish and to adapt himself to the country, so the success will last. And last but not least it's the level of aptitude of this student. I think all students (for example in High School) need to develop it to make the learning easier, understand all the subjects and to pass them. In the case of a class of Spanish language in Spain, an Erasmus student with a low level of aptitude will have troubles following the class.

I don't understand what these sentences mean I couldn't understand the meaning of these sentences, could you explain to me, please?  I’ve been painting for quite some time now-over ten years, I think.  I try to go to an art museum once every other week-so that’s twice a month.  For most his faults, I think Picasso was a great painter.

Theories of how we learn I consider the affective filter hypothesis the main one. It may annul the others hypotheses now that it's the individual attitude what entails the learning; you will learn deeply if you are happy and energetic. The following four hypotheses are related to each other. The comprehensible input establishes that there must be an input subtly higher to our knowledge, so we could improve our learning, but the way to know how high is this level is first of all by noticing it, and that's what argues the noticing hypothesis; there must be some aspects of the input that catch our attention, making us look into them. As a consequence of this interest, we internalize them in our intake. For example, hearing an informal expression on a TV show (for example "you nailed it!") and search for its meaning. By doing it, we prove both theories: the higher input and the noticing of it. The next selected theory is the interaction hypothesis. Frequent conversations with native speakers of our second language facilitate this task of learning unknown items, now that while we are exposed to the language, we may ask directly and as a consequence it will be internalized faster and deeply. For example, a conversation with an English on the road: (Learner): Do you think we'll have many cars today? I don't know how to say it properly (English): Do you mean if we will be "caught in a traffic jam"? Added to this interaction is the monitor hypothesis: a reconstruction of what the learner think it's wrong (How years have you...I mean, How old are you?) Both are close related because a learner does it when the interaction or conversation takes place. After having analyzed several theories about language acquisition I created my own theory called "input context". There are aspects that several theories hadn't considered: context, frequency and interest. The more we are exposed to the language (frequency) and the more interested we are in learning (interest) the more we'll learn, but in order to have these two factors, context in which the language takes place is needed. In the example of conversation on the road mentioned before, for example, it's in the moment of the recast when the expression is automatically internalized because, even unconsciously, the learner will remember the context along with the expression. If the learner memorizes the expression "to be caught in a traffic jam" by heart without context, probably he would forget it easily.

learning languages contexts The learning of a second language depends mainly on the individual learner’s characteristics and his environment, but there is also another important factor: the age. Every second language learner, by definition, must have acquired a first language, and this fact according to the book, may be “an advantage in the sense that they have an idea of how language work”, a questionable thing since no every language has the same system (morphology, syntax, vocabulary...). For example, the fact that a boy had acquired Spanish as a first language doesn’t mean that he figures out Chinese and can translate a sentence since he has never studied it. On the other hand, it’s pointed out a certain fact; that the knowledge of the first language lead us to make incorrect guesses about how the second language works, now that we tend to apply the language system of our mother tongue to the second language. We have been given several contexts for language learning, and the most important ones have been the young child in the playground, the adolescent in High School and the immigrant adult (considering he has no idea of the second language). These three are very different to each other with respect to social pressure, age and context. The young child is free to make as many mistakes in the language he wants, now that his age and the playground don’t require any important vocabulary or syntax. The student may feel pressured when he speaks the second language now that depending on how he will do it, he’ll obtain his good mark or not. And finally, I consider the adult on the job the most difficult context to learn a second language. This immigrant must resorts to any thing to speak understandably to the listener, he shall never be in silent and important mistakes will lead the conversation to a misunderstanding, for example in a job interview. These examples confirm why we become furious when make errors, and children don’t. The best time to learn a second language as a child is the perfect one. Parents are always correcting your errors (mostly related to the meaning) and the children have plenty of time to practice it, on the contrary to the students that have a limited exposure to the language (during the lessons), and the immigrant, that has not any recourse except his intuitive sense of communication, without language lessons.

when to use ING and PAST Hi people! My question is: if the direct object of a verb is playing an action, must we writte it in gerund or in past? for example: -I saw Peter opening the door. -I saw Peter open the door. Is there any different in meaning? maybe in context? It depends if your English is Brittish or American? Inform me as much as you know, thank you in advance!