Wednesday, January 30, 2013

a mountain roads scholar


 “What is a mountain roads scholar?” you ask.  You didn’t ask?   But you were curious, right?  Let’s pretend.  My favorite pastime is walking the Rocky Mountains with a shoulder bag of books to read and drafts to revise.  Responses vary.  Some stare in disbelief, subconsciously leaning away from the crazy man, while others find it an intriguing idea.   I read, learn, study languages, correct papers, write, revise, and enjoy gorgeous scenery, all while exercising (walking in the mountains, thus, a roads scholar vs. a Rhodes scholar).  Otherwise, life is too short to get much done.  If reading and learning only happen while sitting at a desk, then one ends up being a wimpy indoor desk scholar.  However, I love learning and I also love walking in the mountains, so I combine them into study-hiking, a strategy to do both and get more done in our few days on earth. True, upon returning from the mountains, I have to sit at a computer awhile to input changes, but I much prefer walking to sitting, and much of the thinking, studying, reading, and revising can be done while walking relatively smooth roads in my favorite place, the mountains. People pay big bucks for an office window with a view of the mountains, but my office is the mountains—besides my home office. If you like learning/reading and walking/exercising, try it, and get twice as much life out of the same hours. (See at http://anecdotes2antidotes.blogspot.com)

Brian D. Stubbs—linguist, Uto-Aztecanist, Semiticist, author, composer, newspaper columnist, and wimpy mountain-man—teaches ESL (a branch of linguistics), English composition, and Introduction to Linguistics at Utah State University’s Blanding Campus.  Of his four books, Uto-Aztecan Comparative Vocabulary is the reference book of the field. The published result of a 30-year effort is five times the size of the last book published in that field 40 years ago. While teaching English (research writing), he found books on “how to write a research paper” to be about as interesting as a phone book. So he decided to write one that is at least more interesting.  Morsels for the Mind features several humorous essays, 10 sample research papers presenting “useful” information actually relevant to life, but with enough appendices on punctuation, documentation, and other minutia sufficiently boring to qualify it as an English textbook.  He also wrote a short comic novel entitled Paradise Lost and Found based on the second of his six musicals.
A linguist is a language scientist. Within linguistics are many specialties. Applied linguists teach English as a Second Language (ESL) or other languages (see “Subconscious Mind’s Role in Language Acquisition”). Historical linguists research how languages change over time, often specializing in a specific language family. A language family is a group of related languages descended from a common parent language.
A Uto-Aztecanist is a historical linguist specializing in the Uto-Aztecan language family. Uto-Aztecan is a language family of about 30 related languages descended from an ancient language that linguists call Proto-Uto-Aztecan. The name Uto-Aztecan derives from the Utes in the north to the Aztecs in the south. About half the languages are in the U.S. Southwest (Hopi, Ute, Shoshoni, Pima, and several in southern California) and half are in Mexico (Nahuatl/Aztec, Tarahumara, and a dozen others).  Brian’s  book Uto-Aztecan: A Comparative Vocabulary pulls together groups of related words in the descendant languages, that is, the words that are descended from a single ancient word.  Each group of related words is called a cognate set. The book also explains how the sounds changed in various languages and branches from ancient times to the present and also features 2700 cognate sets (vs. the 514 cognate sets of the last book published on comparative Uto-Aztecan linguistics), with a bibliography listing several hundred books. If it were double-spaced in 12-point font, it would be a 1200-page research paper. In short, it is a significant advancement in the field. Below are excerpts from the introduction. (See his Uto-Aztecan website is http://uto-aztecan.org)
A Semiticist is a linguist specializing in the Semitic language family. Brian has studied Hebrew/Canaanite, Arabic, Aramaic, and Syriac.  Akkadian (which later divided and became Assyrian and Babylonian), the Ethiopic languages, and the Old South Arabian dialects are also Semitic languages.  Brian has also studied Egyptian, which is distantly related to Semitic in the larger Afro-Asiatic language family.
As a composer and playwright, Brian has written the script and composed the music for six musicals, in addition to other compositions.  In contrast, Rogers and Hammerstein musicals had Hammerstein as the writer and Rogers was the composer. Fiddler on the Roof was written by three people: a lyricist, scriptwriter, and composer.  Brian’s musicals are generally light and fun. 
Life with Mr., Jr., and Some Misses of Communication is a comedy about young love and two neighboring families prone to humorous miscommunications. Jasper the Cowboy comes to town, asks for Silvia, but converses with her Grandpa in her absence. Upon discovering the 10-year age difference, Grandpa cautions that “Some would call that robbing the cradle.” Jasper’s answer—“Don’t worry, we’ll fill it back up again”—typifies the humor throughout.
Paradise Lost and Found features 7 tourists on a cruise with a captain and a crew boy. The  crazies on the cruise do their inevitable shipwreck on an island where some want to be rescued while others say paradise is finally found. While the tourists are on Cannibal Island, their futile attempts at shark-fishing, substantive thought, coconut-picking, and romantic realization provide more comedy than results … until the native cannibals appear, at which point their inability to do anything right is once again reconfirmed. The sequel, Paradise Lost and Found II, continued the inanity.  
Mr. Scrumple’s Opus is something of a spoof on Mr. Holland’s Opus, the story of a teacher who makes a wonderful difference in students’ lives. In contrast, Mr. Scrumple (played by Brian) is a bumbling English teacher, apparently doing no one any good, besides being bombarded with excuses and humorous happenings, in contrast to Shane Brewer, the math teacher, who has it all together. They take turns occasionally coming up with profound insights relative to education and their respective spheres of humanities and math/science.
Brian was asked to write Blanding’s Centennial Pageant, resulting in Great! Expectations! which depicts the history of Blanding with music and humor attached. The title is a play on words of Charles Dicken’s famous novel, of course, but with different punctuation and thus a different meaning (so punctuation is important): That’s just great! You and your expectations! So I too should be weighed down by your unreasonable expectations? How about we get the important work done? You have expectations that keep you from being happy. Shed the burdening expectations, relax, do your part and be grateful others do theirs.
Has Beens, Wannabes, and Rather Nots has a Santa Claus-looking Kris Gardner bringing Christmas cheer in June to a small town as he tracks down a pair of non-identical fraternal twin grandsons, whose runaway mother gave them up for adoption when they were infants. The twins happen to go to the same high school, but do not know they are brothers and become enemies (the story of the world). However, their Grandpa Chris figures out how to become involved in both of their lives by becoming the janitor of their high school.  That strand weaves through other comic dimensions of plot.
Newspaper columnist is another of his genres.  His column is “Anecdotes as Antidotes to Wrench Us from Our Ruts” and sample columns are shared at his blogsite—(http://anecdotes2antidotes.blogspot.com) where the mountain man mystery is also explained in the first column.

a different kind of English teacher


Okay, So I’m a Different Kind of English Teacher

I apologize if my English classes are different than expected, though many students like the difference. Yes, we do documentation, reading, and writing, like other English classes; in fact, we may read more than most classes do. Yet what is writing? Writing is thinking on paper and sharing knowledge or insights, arrived at by learning and thinking.  So why not emphasize learning, knowledge, and thinking?  Most English classes focus on the writing—correctness, organization, phrasing/language, etc—all of which are important, but the content and thinking therein are the substance and are more important.  Why paint and polish a car that does not run?  Why shine the China if there is no food? Why care more about silverware than nutritional substance?  Most English teachers leave the learning and expansion of knowledge to other classes. Too risky!  I say, let our readings be to learn relevant knowledge.  If we are to write, let’s first read to learn and then learn to think about what we read and practice sorting the valuable from the questionable, fact from fiction, and truth from clever phrasing, and then write something meaningful, instead of drab assignment filler.  I reject the presently popular academic notion of relative truth. Truth exists independent of man’s various states of understanding it and of our being quite clueless of some dimensions of it to date.  Nevertheless, after much searching, reading, thinking, learning, more reading, and more thinking, then let’s write what has emerged from the searching and sifting to be worth writing about.  A lot of work?  Perhaps, but much more interesting, meaningful, and valuable than polishing engineless cars.  The writings that are most sought say something.  Surviving the test of time requires quality, significant new knowledge, or insights beyond the usual collective misinformation or the latest in brain-washing spin.
Most English teachers emerge from a love for literature and writing.  In contrast, I switched from math and science to linguistics and ESL/composition instructor.  I try not to call English the after-math, but after math, physics, chemistry, music, and history, I must admit that English was my least favorite subject in high school. However, after learning other languages and becoming a linguist, I realized that English is also interesting when viewed through linguists’ eyes.  In fact, I have long said that “English teachers know Literature, but linguists know English” which is clarified in the article “The Subconscious Mind’s Role in Language Acquisition” (below), whose details most English teachers are not aware of. (Yes, a preposition IS something one can end a sentence with, as Germanic languages were doing it long before Latin became the enthroned standard of falsely enforced grammar.)
            In addition, English or language is a vehicle to all knowledge presently available.  The universe is one’s campus when one loves to learn.  From universe is the word university.  So don’t let classes limit your learning.  Get the homework done, and then enjoy learning much more on your own.  Those who do homework get degrees, while those who love to learn get a life–a life so much more exciting than the lifeless ruts of longing for the next holiday like most mere holders of jobs attain.  If you want an exciting life, learn to love to learn and every day becomes exciting.
            Drugs and alcohol may offer a brief feel-good stupor with mind-weakening consequences, misery-magnifying misjudgments, or life-ending mistakes, but one can love learning without limits, to be enjoyed every day (or as much as one can find time for) with joys and enrichments that expand one’s mind, earnings, and enjoyments of life. 
            So dive in and enjoy a life of learning!  A decade or two can put you at the top of a field of knowledge.  In high school I found physics, math, and chemistry most fascinating, and each has been useful.  I later grew fond of learning Hebrew, Arabic, Egyptian, Aramaic, Spanish, a few dozen Native American languages, and became a linguist.  The research projects that I want to do in that field alone total about 500 years, so I have more than enough exciting endeavors to fill a few lifetimes.  I also enjoy history, geology, and music enough to spend a life on each, if I could, but life is short.  So explore a few fields, then enjoy the awe and wonders in one or three, and be so much happier than the masses who wait for Fridays or see winning the lottery as the best escape from a lack-luster life.  Yes, love learning as long as you live and you'll love life as long as you live it!
           Traditional English teachers have occasionally thought me weird enough to question whether I am a real English teacher or not, because I do not rummage through the traditional ruts that many feel obligated to draw from. I have published several articles (research papers) in professional journals with thumbs up from the referees most knowledgeable in the world on the topic, and I wrote and published a highly sought reference book, equivalent to a 1000-page, double-spaced research paper with a bibliography of several hundred sources.  So yes, I do know how to write a research paper. As for essays and non-research-writing, one can judge my newspaper columns found at http://anecdotes2antidotes.blogspot.com. Yet I cannot blame those who doubt my English-teacher-ness, for even I can detect that I am "different" from the traditional mold, almost feeling out of place as a math-science major who would dare dilute the feel-good, anything-goes, heart-warming humanities with cold clear logic. Of course, logic looms in literature too, but must necessarily be hidden in enough layers to justify the existence of literary analysis, which would otherwise have nothing to do if it were all spelled out as clearly as science requires. Perhaps I should quit while I'm ... or rather, before I'm told that I never was ahead. I must admit that I am a different kind of English teacher. But why not use the law of the pendulum's relevance to sprinting as an analogy for the frequent misjudgments of the uninformed who think that long legs have an advantage and the equally frequent misjudgments of the masses in so many other things--misjudgments due to a lack of thinking and lack of knowledge?  Why not explain Einstein's theory of relativity as typical of less obvious truths completely missed by the masses? Why not teach them as much about thinking and discovering as about writing, since that is what writing is--thinking and discoveries on paper? I'm sorry, but I can hardly help being a different kind of English teacher.  

brian's books


First paragraph of three of Brian’s books:
His Autobiography, Paradise Lost and Found, and Uto-Aztecan Comparative Vocabulary


Learning to Love Life and Live with the Limp:
The First 62 Years before I Forget (first paragraph)

            I was told either to get a biopsy, colonoscopy, etcetera, or to start writing my life history.  So I wrote my life history.  Most autobiographies are written by persons appearing in Who’s Who.  Less celebrated individuals like myself belong in Who’s He?  Though priorities may lead to neither fame nor fortune, who is to say that the lives of us more menial meanderers through life are less interesting or less beneficial to learn from? Among politicians, manufacturers and farmers, the former make names for themselves while the latter two make what we need and can balance a budget. Whether one’s name is known by nations or neighbors is not so much a matter of greatness or intelligence as it is simply a matter of direction, misdirection, occupation, or bad luck. By bad luck I mean that judging by the number of perfectly normal lives later ruined by luck in the lottery or other luxuriant living, the misfortune of fortune must be a terrible burden.  I’m glad I have had to work and struggle through life … I think.  In any case, I am limited to myself as sole subject for whom I can write an autobiography. (for more, see brianstubbsbio.blogspot.com)

PARADISE  LOST  AND  FOUND

a comic novel by Brian Stubbs

Introduction (to the novel)

            Paradise Lost and Found is a comedy novel, rather than the usual romance, mystery, or historical novel.  Based on Brian’s musical of the same title, this novel’s light style and disproportionate comedy are better understood when imagined on stage in a context of light-hearted musical theatre.  Thus, this rather novel novel’s comic nature may seem to some as hardly serious enough to be deemed or redeemed as a ‘real’ novel by conventional standards, though the novelists who create the standards are hardly conventional themselves, except when it comes to writing and critiquing novels, then they suddenly wax conventional.  So maybe this author is the unconventional among the unconventional.  Nevertheless, the status quo of literary expectation, as established by the anti-establishment humanities’ global cloud of influence, ‘highly’ recommends that literature be somewhat encumbered with levels of meaning and message, rather than pure fun and delight.  So in partial homage to that unwritten rule of the proponents who say “there are no rules” because they do not like rules, or at least do not like to write the rules by which they rule, except for the rules to avoid long awkward sentences and passives and not state outright the work’s message, an attempt was made that this work be accordingly encumbered with substance as well, illustrating how one person’s nightmare can be another person’s dream come true and exploring what keeps paradise from being found wherever we might live.

Uto-Aztecan: A Comparative Vocabulary
PART ONE: INTRODUCTION (only the first paragraph)

            This comparative vocabulary of Uto-Aztecan (UA) languages is a work in progress, not a finished product. The size of UA and the regular emergence of new materials guarantee that any comprehensive comparative effort is but a new horizon for viewing the next, but never finished. Yet many a linguist’s life work finds its final resting place in files or landfill due to (1) lack of time to finish it, despite the potential value to future researchers; (2) uncertainty about certain details, perhaps 3%, though the other 97% would have benefited all else studying the matter; and/or (3) not relishing the prospect that condemnations of the 3% may seem louder than commendations of the 97%. So let the latest from three decades of doing UA be made available lest it be lost to landfill should I exit without warning. Publishing, despite its pretense of completion, is as often only the latest draft of endless endeavor. The original hope of finishing such an undertaking before one’s own undertaking gradually gives way to time’s reminder that no one gets every-thing right the first time, or even the last time in mortal exertions the magnitude of a language family, and our assumptions about when the last time might be are regularly erroneous, as we hardly get glimpses of our hourglasses. The tragic unpredictable passing of our mentor Wick Miller in May 1994 is an example.
As is the nature of research, this work also builds on the good work of many others; thus, I am greatly indebted to the excellent output of scores of scholars before me. This work is finally made available after previous mentions (Stubbs 2000a, 2003) in spite of one lifetime being a few short of what is needed to do it.  (for more, see Stubbs' Uto-Aztecan website at uto-aztecan.org)

Morsels for the Mind Mingled with Mirth is Brian's English textbook and is represented below in past posts.  White Mesa Ute is a dictionary with lessons on the White Mesa Ute dialect, compiled by Brian along with Mary Jane Yazzie, Aldean Ketchum, and Loretta Posey.

subconscious mind and language


The Subconscious Mind's Role in Language Acquisition:
The Challenge for Second Language Learners

            As an ESL instructor at the College of Eastern Utah's San Juan Campus, near Navaho land, I teach many native speakers of Navaho, for whom English is a second language.  Doing college-level course work in a second language is a challenge that few U.S. professors experience.  In spite of two to five years of college course work in each of five languages, I would flunk miserably if I had to write papers and absorb lectures in Arabic or Navaho, while competing with native speakers.  Too many people expect that an ESL program should automatically process second language learners to become writers of relatively flawless and fluent English.  They assume that English grammar is found in English books.  However, English books contain not a hundredth of the rules and intricacies needed for fluency in English.  Lack of patience toward second language learners on the part of educators is partially due to neither group understanding the nearly infinite extent of the complexities and the significant role of the subconscious mind for internalizing the rules governing those complexities (Chomsky 1957; Pinker 1995, 1-24; White 1995, 1-32).  Correcting ESL papers is a linguistic adventure, which regularly illuminates oddities of English that we native speakers are hardly aware of.
            For example, one ESL student wrote: "My sister uses three blankets on cold winter nights, but I use only one blanket on nights, whether winter or summer."  'On cold winter nights' is okay, but 'on nights' is not.  The mistake is natural enough: if 'on ... nights' is fine with adjectives, why not without?  On further investigation, the rule is verified that ‘night’ can be the object of the preposition ‘on’ only when accompanied by adjectival elements that modify or further specify the night.  (An asterisk indicates an utterance unacceptable to native speakers or one that native speakers would not say.)

1.  I use three blankets on cold winter nights.                                   OK
2.  *I use three blankets on nights.                                                   NOT OK
3.  I used three blankets on those nights. (previously specified)         OK
4.  I use three blankets on nights when it is cold.                              OK
5.  It happened on a dark night.                                                      OK
6.  *It happened on a night.                                                            NOT OK
7.  It happened on a night that was remembered by all.                    OK
8.  It happened on a night in May.                                                   OK
9.  It happened on a night of suffocating darkness.                           OK

            Sentences 1 and 5 clearly show adjectives modifying 'night.'  Sentences 4 and 7 have adjective clauses that follow and modify 'night.'  Sentences 3, 8, and 9 have adjective-like specifiers that more specifically identify the night(s).  In contrast, sentences 2 and 6 do not have any such adjectives or specifiers and are thus ungrammatical or sound wrong to native speakers.
            What a peculiar rule!  Yet typical of thousands!  And how many English books explain that the preposition 'on' can take 'night' as its object only if accompanied by adjectives/specifiers? None!  because native speakers already know that rule ... in their subconscious minds ... though their conscious minds do not know that they know it.  Yet that is only begins the prepositional intricacies involving the noun 'night' as object.  Note that 'in' does not require adjectives like 'on' does.

10.  I wake up in the night.                 OK
11.  *I wake up on the night.             NOT OK

However, 'in' does require 'the.'
12.  I wake up in the night.                 OK
13.  *I wake up in night.                     NOT OK       

On the other hand, 'at' does not allow 'the.'
14.  *I wake up at the night.               NOT OK
15.  I wake up at night.                       OK

            The above sentences reveal four prepositional intricacies with regard to only one noun as object of a preposition.  The unacceptable (asterisked) structures are typical of what ESL students produce, and understandably so, since acceptable structures exist parallel to them.  Yet we native speakers of English know all that detail, not by any conscious awareness nor from instruction, but by our subconscious minds sifting through and figuring out the acceptable structural details from thousands of sentences heard through childhood. 
            Another ESL error (16b below) found in student writing highlights an additional item of subconscious knowledge that we native speakers take for granted.  In English we use different structures for questions as opposed to statements: ‘he went’ vs. ‘did he go?’   While they do not know it consciously, native speakers of English subconsciously know that ‘not only...’ often triggers question-like structures even in statements:
He went.                     (statement structure)
Did he go?                  (question structure)
16a.     Not only did he go, but he took me with him.
16b.     *Not only he went, but he took me with him.
17a.     Not only am I cold, but I'm hungry too.
17b.     *Not only I am cold, but I'm hungry too.

            Finding a sentence like 18b in an ESL student's writing reminded me that certain uses of the word 'so' also trigger similar structures:
18a.      They have studied hard, and so have we.
18b.      *They have studied hard, and so we have. 
19a.      He can jump high, but so can you.
19b.      *He can jump high, but so you can. 
20a.      The fifth graders are working hard, but so are the fourth graders.
20b.      *The fifth graders are working hard, but so the fourth graders are. 
21a.      I ate a piece of pie, and so did you.
21b.      *I ate a piece of pie, and so you did. 

            Another ESL student wrote of a fellow who 'lost his both arms.'  Obviously, native speakers do not make mistakes like that, yet the mistake is quite logical in view of the fact that 'both' behaves syntactically much like numbers in most structures ... except that one.
22.  lost two arms                                lost both arms              OK
23.  he has two                                                he has both      OK
24.  lost two of his limbs                     lost both of his arms       OK
25.  lost his two arms              but not: *lost his both arms       NOT OK
Only an ESL student would produce such a logical exception to a rule.
            Consider adjectives that can be made verbs by suffixing -en: blacken, whiten, redden, but not *greenen, *yellowen, nor *brownen; we can also say shorten, fatten, soften, harden, sadden, gladden, sicken, lighten, deepen, widen, and weaken, but not *tallen, *thinnen, nor *biggen.  Strengthen and lengthen are formed from nouns instead of adjectives (*strongen, *longen).  How many English books teach that?  Though many native speakers are not consciously aware of such distinctions, their subconscious knowledge of the matter prevents them from making mistakes like second language learners: *Can you smallen our homework assignment? 
            Consciously learning all of the structural and semantic complexities of a language is next to impossible.  Few are known at the conscious level, and previously unknown subconscious rules continue to be discovered.  Even second language learners learn some aspects of a second language subconsciously. 
            For example, the rules governing the order of adjectives are known entirely at the subconscious level by native speakers and largely by second language learners as well.   English has eight or more categories of adjectives, and specific rules govern their order (Quirk and Greenbaum 403-4), yet how many native speakers (or non-native speakers) can quote the rules governing the order of adjectives?  While twenty-four possible orders exist for four adjectives, usually one of the twenty four is preferred, perhaps two or three permissible.

26.  the best young Japanese exchange students
27.  a new gray rock retaining wall
28.  the simple old brown adobe house

Very few of the other 23 possible orders for four adjectives are produced:
26a. *the Japanese young exchange best students
26b. *the exchange best Japanese young students
27a. *a rock new retaining gray wall
27b. *a retaining rock gray new wall
28a. *the adobe simple brown old house
28b. *the adobe brown old simple house

            While native speakers approach 100% on order-of-adjectives tests, advanced second language learners also do fairly well without consciously knowing the rules either.  In other words, even second language learners absorb more subconsciously than either they or their instructors generally realize.
            Another example of subconscious language acquisition presents itself on a regular basis.  Native speakers often have difficulty identifying a sentence's grammatical subject and object consciously, though they were drilled in such for most of their twelve years of public schooling.  Students are taught about subjects and objects annually, yet after a summer vacation, they forget and must be retaught year after year from about fourth grade to twelfth.  Then in college I put a sentence on the board, ask for the subject, and many still cannot remember how to identify subjects and objects consciously.  Yet subconsciously they knew before ever starting school what subjects and objects are, and exactly where they go in a sentence's structure.  Evidence for that lies in the fact that native speakers do not make errors like the following:

29. *Her saw he.
30. *Him would like to ask she to the dance.
31. *After them beat we in tennis, us treated they to dinner.
32. *The tracks were hard for I to see, but me followed they until him appeared and nearly scared I to death.
            In the above sentences, the subject and object pronoun forms were simply switched.  In English we have subject pronoun forms (I, he, we, they) to be used as subjects of verbs and object pronoun forms (me, him, us, them) to be used as objects of verbs and prepositions.  The lack of the above kinds of errors demonstrates that students/children subconsciously internalize the distinction between subjects and objects, and know exactly where subjects and objects are respectively located, long before they ever learn the words subject and object.  By age three or four their subconscious minds have analyzed the data and correctly formulated most of the structural complexities of their native language simply through exposure to the language.   Even usage errors (as English teachers call them) are learned subconsciously and according to specific patterns.  For example, the first person singular object pronoun (me) is sometimes used as part of a compound or plural subject ‘me and Jim went to the store’, but not when singular *‘me went to the store.’ (I asterisk usage as a linguist rather than as an English teacher.)  Though one- to three-year-olds do make pronoun-case errors while still internalizing structures from the data they hear, like ‘me want a cookie’, by age three or four most children have subconsciously figured it out and correctly put subject pronouns in subject slots and object pronouns in object slots before they even start school.  Yet explanations designed to help them identify subjects and objects consciously are quickly forgotten year after year by millions of students nationwide.
            Consider another example of native speakers' subconscious knowledge.  In a context of playing tag, one can ask, "Who's it?"  But in a context of answering the door, a person wondering who is knocking cannot use the contraction "who's it?" but must separate the contraction and ask, "Who is it?"  How many native speakers are consciously aware of that rule?  Or how many English books teach that distinction?
            Navaho speakers use 'again' in interesting ways.  An ESL student wrote about a horse that was owned by three successive owners:

33.  First, David bought the horse from a farmer, then sold it to Jim.  Jim soon realized that he could not afford to keep it, so he put it up for sale a year later, and Harold bought the horse again.

            Harold only bought the horse once, but it was the third time that someone bought the horse.  We teach students that adverbs (again) modify verbs (buy).  Yet the difficulty with the last clause (in italics) shows that adverbs do not always modify only verbs, but sometimes subject-verb or verb-object combinations.  If the adverb 'again' were modifying only the verb or the verb-object combination, then 'Harold bought the horse again' should be okay; for 'buying' (the horse) was happening 'again'—for the third time—even if Harold himself bought it only once.  Leave it to an ESL student to dash our presumed precepts to pieces.  
            Another Navaho speaker wrote:

34.  I had (gave birth to) Jimmy when I was seventeen, then three years later I had Nancy again. 

She did bear again, but did not bear the same baby twice.  So in this case, 'again' apparently modifies a verb-object combination, but the object changed, disallowing an acceptable use of 'again,' though the ESL student considered the repetition of the same subject-verb combination to warrant 'again' as okay.   Other verb phrases (such as 'gave birth to') may more easily allow it: At twenty I gave birth again—this time to Nancy.  In any case, the Navaho language obviously uses the iterative mode (again) differently than English 'again.' 
            In contrast to 'again' not being able to modify the verb-object combination when different subjects are buying a horse in succession, members of a deer-hunting group can have different subjects shooting a deer in succession while 'again' modifies the verb-object combination: 'David shot the deer; then Jim shot it again; and as it escaped over the hill to where Harold was, Harold shot it again.'  What English book lists the verbs or verb-object combinations that 'again' can vs. cannot modify when the subjects change? 
            We could go on indefinitely, for the list of oddities is endless.  The above examples are but a glimpse into the nearly infinite expanse of lexical categories, syntactic structures, and semantic dimensions of a single language.  In addition to categorizations, structures, and semantics, the mutual effect of each item of each category upon every other item of the other categories creates possible combinations that run into the millions.  In other words, two language elements (whether word, phrase, clause, paragraph, or story) joined together produce a language entity greater than the sum of the two and sometimes quite different than the sum of the two.  The following anecdote illustrates this well:

35.  Auntie is at death's door, but the doctor's trying to pull her through.

At death's door means 'be deathly ill,' and trying to pull someone through (an illness) means 'attempting to help them get better.'  But the juxtaposition of these two phrases does more than cancel the intended meaning of each. It backfires to mean the opposite: the doctor is trying to pull her through death's door.  Similarly, the presence of any word or structure can affect the structure, meaning, or possible interpretations of every other word, phrase, or structure for quite some distance in either direction. 
            The nearly limitless intricacies of language are far too many to be numbered and specified, let alone learned consciously.  Matters normally taught are but drops in a bucket compared to the oceans of existing intricacies.  Furthermore, much of the ocean has not yet been mapped.  Linguists continue discovering rules and properties previously unknown—unknown consciously, that is.  For that is the crux of the matter: native speakers know the language, for the most part, subconsciously, having no idea how much of that total language knowledge is subconscious.
            For that reason, the kinds of writing errors produced by native speakers of English are a relatively finite set, and that small set is the focus of most grammar books: irregular verbs, double negatives, avoiding the use of past participles for past tense (he seen it, he done it), agreement errors, fragments, run-ons, clarity, and other general editing skills.   These are perhaps one-tenth of one percent of the thousands of complexities facing the second language learner.  While grammar books specifically designed for ESL learners cover much more than traditional grammars do, both contain only a limited quantity of all that second language learners must master.  Already fluent in English, a native speaker's task is essentially limited to learning the mechanics of writing it down and avoiding informal usage in that process.  At times it appears that some will never learn that (and some never do), but it is still merely a cupful compared to the ocean of intricacies baffling ESL students.  In view of that kind of potential for mistakes, one can better appreciate the plight of the second language learner.   
            The fact that language acquisition is largely subconscious, even for second language learners, explains another matter—a matter of perpetual frustration for teachers and learners.  The basics of a language—the more common words, meanings, and structures—can be learned relatively quickly, in a year or three.  However, the less common words and less frequent structures, the finer intricacies, the subtle shades of meanings, a thorough sense of the mutual effect of all these on each other, etc., are very difficult for second language learners to master because exposure of the subconscious to these refinements is infrequent; therefore, the last finishing touches toward fluency—extracting this numerous host of details from rare data—continues through a lifetime.


            For example, the most common 20% of the words and structures of a language may constitute 90% of all language that flows in speech or print.  The second most frequent 20% might be found in say another 7% of the language output.  This leaves some 60% appearing in perhaps 3% of the data; in other words, more than half of all the details of a language surface very rarely.  For example, how often does the prepositional phrase 'on ... night' occur in English?  The above percentages are hardly verifiable, since word counts do not count; and the details of structure, mutual semantic effect, etc., are not easily quantifiable mathematically, especially since they are not all discovered yet, which leaves us not knowing what to divide by in order to figure a percentage.   Nevertheless, these hypothetical or estimated proportions illustrate the problem.  It is no wonder why the final polishing toward native-speaker-like fluency is so rarely achieved, especially when much of that 60% is not in books, but is generally known subconsciously.
            Many ESL students make tremendous progress through two or three years, but as they approach that threshold to the less frequent data, rapid improvement from that point onward can hardly be militantly expected, because the learner's level of acquisition is now entering that formidable realm encompassing the innumerable details of less frequent exposure.
            How can we not feel compassion for ESL students grappling with such overwhelming odds?  How can one view harshly an odd expression or two in light of the immensity of the task?  The linguistic mountain that second language students are expected to move (or master) is enormous.   
            By way of solution, how can we best help ESL students learn English or help ourselves learn a second language?  Of course, all of the language skills are important—listening, speaking, reading, and writing—and numerous methodologies litter the literature, explaining how best to teach those skills.  Nevertheless, while a conscious focus on basic grammar, vocabulary, etc, is indispensable to learning the basics, a tremendous amount of reading should be the largest component of any second language program: (1) Published reading materials generally expose a second language learner's mind to a greater variety of structures, more sophisticated structures, and higher levels of vocabulary than conversation normally does.  (2) The student can internalize the data at his/her own rate when reading, an adjustment hardly possible in conversation.  (3) Reading three to six hours per day allows lots of language data to pass through both the conscious and subconscious minds for internalization, whereas it is difficult to find a person willing to converse for six hours per day, let alone at the desired level of vocabulary, rates, etc.   
            As I tell my ESL students, they cannot learn English or any other second language by simply taking classes in it.  Passing classes provides a foundation or beginning, but learning a second language requires much more initiative, motivation, time, and effort than merely doing the assigned homework for a series of classes.  In summary, I wish not to paint a hopeless picture, but only to portray the magnitude of the challenge that second language learners face, to help us better appreciate their side of the struggle and assist in that struggle.