Respect !

Although this sounds like a call from frustrated teachers demanding status recognition from their disengaged pupils, it is not the case. Nor is it about street wandering youngsters demanding submission to their looks and behaviour from whoever comes across their path. It is about respecting the language, or, rather, a call for the opposite. More than often, it is this over-respect for the language which causes so many difficulties for the student, especially - but by no means exclusively - beginners. Let us take examples in French. The French verbal system is notorious for its complexities, mainly because of the manipulation of Tenses, but not only. For example, it is standard teaching to say that the entire system is divided in 3 groups. Verbs endings in -er belong to the first group (with the exception of "aller") called Regular verbs (there are about 12,000 of these verbs). The second group is made of regular -ir verbs (e.g. : "finir" - there are about 300 of those). The last group is formed by the Irregular verbs - about 350 verbs, divided into some 60 categories (!). However, the first group, the so called Regular verbs, contains a number of irregularities (doubling letters, acquiring an accent, changing the accent, acquiring an extra letter). When a teacher is keen to "respect" this system, the student will have great difficulties in seeing a clear pattern. I suggest being disrespectful (at least to the level of, say, GCSE). Let us say there are 2 groups: Regular verbs and Irregular verbs. Regular verbs are the -er verbs (except "aller"), irrespective of their irregularities (which do not really affect their pronunciation anyway). That is, with one model you can handle 12,000 verbs. Of the 650 "Irregular verbs" remaining, you might need about 30 to be "comfortable". Not an amount worth categorising: learn them by heart! (and there are tricks to "guess" 80% of them). Now we have a clear system, which might not be to the taste of Academics, but can be handled by most students. At a later stage, if the student is keen to improve his/her knowledge, there will be many opportunities to introduce more sophisticated systems and variations. Let us consider a more advanced issue. Any respectful (we are getting to it!) French teacher will tell you that explaining, in an efficient way, the use of Imperfect vs. Present Perfect is daunting. Hence, many students end up receiving tips along the lines of "Imperfect expresses an unfinished action in the Past". Evocative, isn't it, for a 14 year old student? However, statistics - not Master Degree Statistics, the ones you study to work for the Government, but the statistics resulting from careful observation - show us that certain verbs, in the context of Imperfect vs. Present Perfect, are almost always used in Imperfect. Let us say: 80% of the time. More than that: whenever there is ambiguity, the use of Imperfect is almost always "safer" than the Present Perfect one. Example: "Je devais aller au magasin", using Imperfect, means either "I had to go the shop" or "I was supposed to go the shop". "J'ai dû aller au magasin", using Present Perfect, means only "I had to go to the shop (at that point in time)". Imperfect is more versatile for that verb.

Besides, it is true to say that the sentence: "Je n'avais plus de lait alors j'ai dû aller au magasin" is more accurate than « Je n'avais plus de lait alors je devais aller au magasin ». However, at GCSE level, and even beyond, the second option will stand unnoticed by an examiner, since the difference in intention is not significant at this level. Therefore, I teach my students (definitely up to GCSE level) to use "avoir" and "devoir" always in the Imperfect Tense, avoiding the potentially painful: "Je n'ai plus eu de lait alors j'ai dû aller au magasin". Being that systematic in such a sensitive area - the distinction between the use of Imperfect vs. Present Perfect is one of the key issues at GCSE) - seems to be disrespectful to the language, but in practice it works, because of the statistics at this level (I would say a margin of error approaching 3%). It is not difficult to draw a list of 6 or 7 of these verbs and disrespectfully impose Imperfect as a must (no choice). It is always possible to modulate this "rule" for more advance or "sensitive" students by saying that, when the verb "avoir", for example, does not mean "to have", it must be treated as any other verb (e.g.: j'ai eu un accident) and be assessed according to further rules regarding Imperfect / Present perfect. "Respect" is a word belonging to Ethics. For those who, immersed in the language jungle, try to reach the edge where salvation is possible, this notion should not form part of their survival kit.