#study languages

[tryingtolanguage]

personally, i don’t like it when someone says “oh don’t learn that language bc it’s useless. they only speak it in one country, you should learn *insert on with a lot of speakers internationally* instead!”

isn’t the fact that someone speaks that language enough? is it so “useless” to learn about a lesser known country’s history and culture?

to me, there’s no such thing as a “useless language”

[wannawrite999]

Feel free to comment on your post

Spanish 🇪🇸🇲🇽🇨🇴🇻🇪🇪🇨🇵🇪🇧🇴🇨🇱🇵🇾🇺🇾🇦🇷🇬🇹🇸🇻🇭🇳🇳🇮🇨🇷🇵🇦🇨🇺🇵🇷🇩🇴

French 🇫🇷

German 🇩🇪

Italian 🇮🇹

Japanese 🇯🇵

Korean 🇰🇷

Chinese 🇨🇳

Latin 🔤

English (if English is not your main/official language in your country) 🇺🇸🇬🇧

One of the Sign Languages of Our World 🤟

Other

Voting ended onApr 14

[zakuwatorka]

Hello Language Learners! 🌝

I would love to follow more language learning accounts in here, if you have one - please leave a comment and tell me which language(s) are you focusing on~ 👇🏻 My current target languages: - Japanese N4 🍡 - Chinese HSK 6 🐉

[studywiththisgirl]

I took my last test of the semester and now that I can finally graduate. But I feel so emotional and nostalgic now. If nothing kills me, nostalgia will I guess. 🥹🥹

[medicineinside]

📚 How I Study German with Lingoda (online school)

I’ve been learning German with Lingoda, and over time I’ve created a strategy that really works for my brain — not just to pass lessons, but to actually understand and remember what I’m learning.

⸻

🌟 Before I Start a New Chapter

I always begin with vocab prep.

I go through all the lessons in the chapter and collect vocabulary.

→ I sort the words into topics (e.g. food, visiting doctor, holidays)

→ I use Notion to build vocab lists — with lots of emojis to help my brain make visual connections 🧠💡

→ This way, I already feel familiar with the words before they come up in class

⸻

📖 Before Each Class

I check the lesson material ahead of time.

If there’s any new grammar topic, I:

→ add it to my “Grammar” page in Notion

→ summarize the rules

→ add color + emojis + tables 😂

It takes a few minutes, but it helps me feel less lost when class starts.

🧠 Flashcards for Grammar

Some grammar topics are hard. So I…

→ Create flashcards for the tricky ones

→ Color-code and categorize them in a flashcard box

→ This makes it super easy to find the rule I need — even during class

⸻

✏️ During Class

I keep my notes minimal — I focus mostly on writing down:

→ new words

→ expressions I’ve never heard

→ corrections the teacher gives

If I say something wrong, I repeat it correctly right away. This helps me remember faster — like mental muscle memory

⸻

🧹 After Class = My Favorite Part

Once class is over, I take all my messy notes and plug them into my vocab & grammar pages.

Everything goes back into my chapter master list, which helps me track what I’ve actually learned.

It’s like cleaning up after a mental storm — and it helps me own the content.

📝 Disclaimer

This post is not an ad or collaboration with Lingoda.

I’m currently studying German through this platform and genuinely enjoy the structure it gives me — though, like with any method, there are both pros and cons.

I just wanted to share what’s working for me right now 💬✨

[madagaskarskiymandarin256]

Conditionals: если бы да кабы...

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Придаточные предложения условия - это конструкции, которые показывают зависимость одного события от другого.

Например: Если завтра будет дождь, я возьму зонтик (А если дождя не будет, получается, что не возьму).

Условные предложения состоят из 2 частей: условного придаточного предложения (условие) с союзом if/when/unless (и другими, но те, которые я перечислила - самые распространенные) и главного предложения (результат).

Если придаточная часть условия стоит перед главной, между ними ставится запятая.

Если мы не поторопимся (условие), мы опоздаем. (результат)

Всего есть 4 основных типа условных предложений, и о них я расскажу в следующих постах.

-----------------------------------------

Пока🥸

[athenais-studies]

Indirect Discourse in Ancient Greek 101

(with example sentences from “From Alpha to Omega” by Anne Groton)

TL;DR Verb of Speaking → ὅτι OR ὡς + finite verb. || Verb of Thinking/Believing → Accusative + Infinitive. || Verb of Knowing/Showing/Perceiving → Supplementary Participle + Accusative

Direct Discourse is when someone speaks. In English, we represent this with quotation marks: “ “

For example, Achilles: “I hate Hector!”

Indirect Discourse is when someone reports a speaker’s words without quoting them. In English, we often convey this with the word “that.”

For example, Achilles said that he hates Hector.

Ancient Greek differentiates three different ways of conveying “that” based on the verb used in the main clause.

Three types of verbs:

1) Verbs of Speaking

Most commonly λέγω. When conveying indirect discourse with a main verb of speaking, Ancient Greek uses the particle ὅτι or ὡς + a finite form of the verb.

Example: “Socrates is harming the youth!” ⇒ They say that Socrates is harming the youth. Or, in Ancient Greek: Ὁ Σωκράτης τοὺς νεᾱνίᾱς βλάπτει. ⇒ λέγουσιν ὅτι/ὡς ὁ Σωκράτης τοὺς νεᾱνίᾱς βλάπτει.

Notice how the subject and the verb in the direct discourse do not change into the accusative, infinitive, or a participle!

2) Verbs of Thinking/Believing

Most commonly φήμι. When conveying indirect discourse with a main verb of thinking or believing, Ancient Greek uses the Accusative + Infinitive construction.

Example: “Socrates is harming the youth!” ⇒ They believe that Socrates [Accusative] is harming [Infinitive] the youth. Or, in Ancient Greek: Ὁ Σωκράτης τοὺς νεᾱνίᾱς βλάπτει. ⇒ τὸν Σωκράτη φασὶ τοὐς νεᾱνίᾱς βλάπτειν.

Notice how Σωκράτης [Nominative] → Σωκράτη [Accusative] and βλάπτει [finite] → Βλάπτειν [Infinitive]!

3) Verbs of Knowing/Showing/Perceiving

Most commonly οἶδα. When conveying indirect discourse with a main verb of knowing, showing, or perceiving, Ancient Greek uses a supplementary participle and puts the subject of the direct discourse into the accusative.

Example: “Socrates is harming the youth!” ⇒ I know that Socrates is harming the youth. Or, in Ancient Greek: Ὁ Σωκράτης τοὺς νεᾱνίᾱς βλάπτει. ⇒ τὸν Σωκράτη οἶδα τοὺς νεᾱνίᾱς βλάπτοντα.

Notice how βλάπτει [finite verb] → βλάπτοντα [Accusative Participle agreeing with τὸν Σωκράτη]!

I hope this has been helpful! Please let me know if you detect any errors. All mistakes are my own. I was doing some of my review and thought that I might be able to share my notes.