Is learnings a correct word

«Learnings» is the plural of «learning» in the sense of «(specific) things or lessons that have been learned». It is often considered nonstandard English, even though it is rather widely used. If you are only talking about general knowledge rather than specific things you have learned, I would definitely use the singular «learning».

Wiktionary has rather thorough usage comments on the word «learnings»: https://en.wiktionary.org/wiki/learnings

The term learnings was not in common use in the 19th and 20th century, though the countable noun sense learning (“thing learned”) dates to Middle English (14th century; see leornyng), and the plural learnings to Early Modern English. Note that early use of learnings often have the sense or connotation “teachings” (see examples above), as was the case of learn generally. It has found occasional use for centuries, including by Shakespeare,[1][2] and parallel constructions are commonplace – compare teachings and findings.

However, from circa 2000 it became a buzzword in business speak, particularly in constructions such as “key learnings” or “apply these learnings”; this was preceded by occasional educational use from the 1950s. Some disapprove of this, and it sounds ungrammatical enough to be used as an example of broken English, as in the comedy Borat: Cultural Learnings of America for Make Benefit Glorious Nation of Kazakhstan (2006). Suggested alternatives include lessons learned, “things one learned” – or simply lessons – discoveries, findings, insights, and takeaways.

«Learning to live with ‘learnings’» from CS Monitor (2021) comments:

Learnings is often seen as pretentious and useless business jargon, but its cousin teachings is pretty unobjectionable. What’s the difference?

Learnings surged in popularity during the 1950s, in business jargon and edu-speak, which did little to make it seem more “correct.” But it is now used widely. We’ll have to endure learnings for the foreseeable future.

Choose the correct word: learn or study

1.What did you ( learn, study) from the newspaper?
2.It didn’t take her long to (study, learn) the poem by heart.
3.Mike is (learning, studuing) medicine at college because he wants to be a doctor.
4. He speaks French well and he wants to (learn, study )German.
5. Little Paul is (learning, studying)to swim.
6. It’s difficult to (learn, study) when the weather is hot.
7. His brother (learns, studies) at school. He is a good student.
Choose the correct word: learn or study
1.How long have you been (learning, studying) English?
2.You have to (learn, study) to be more patient.
3.My brother (learned, studied) hard to become a student of the University.
4.Your homework is to (learn, study ) grammar rules.
5.When she was at school she hated (learning, studying) Shakespeare by heart.
6.Who has (learned, studied) the political map?
7.Ken didn’t (learn, study) hard during the first semester.

Choose the correct word: learn or study

1.What did you ( learn, study) from the newspaper?

2.It didn’t take her long to (study, learn) the poem by heart.

3.Mike is (learning, studuing) medicine at college because he wants to be a doctor.

4. He speaks French well and he wants to (learn, study )German.

5. Little Paul is (learning, studying)to swim.

6. It’s difficult to (learn, study) when the weather is hot.

7. His brother (learns, studies) at school. He is a good student.

Choose the correct word: learn or study

1. How long have you been (learning, studying) English?

2. You have to (learn, study) to be more patient.

3. My brother (learned, studied) hard to become a student of the University.

4. Your homework is to (learn, study ) grammar rules.

5. When she was at school she hated (learning, studying) Shakespeare by heart.

6. Who has (learned, studied) the political map?

7. Ken didn’t (learn, study) hard during the first semester.

Some ways to correct oral mistakes:

Draw a time line on the board. The time line is to show the students the relationships between the time and the use of a verb tense. This is a technique that is useful for errors like, ‘I have seen that movie a few days ago’. This is the time line that could be used to show this error:This shows the students that since the event is a past even and the time has been specified, they cannot use the present perfect tense. The correct sentence would be, ‘I saw that movie a few days ago’.

Finger correction – shows the students where the error has been made. The teacher shows one hand to the class and points to each finger in turn as the students say each word in the sentence. Usually, one finger is used for each word. This is a useful technique, especially when the students have missed a word or when the teacher needs them to use a contraction. Eg: I’m working instead of I am working.

Gestures and/or facial expressions. These are useful if the students are not to be interrupted too often, but need to be shown that they have made an error/slip. If the teacher gives the student a worried look, it can convey to the students that there is an issue. Many different gestures or facial expressions can be used depending on what is suitable for the teaching situation as well as the culture.

Phonemic symbols. When the students make pronunciation errors like using a long vowel when they should have used a short one instead, the teacher can point to a phonemic symbol. This technique can be used only with students who know the relevant phonemic symbols.

Echo correcting. This means repetition. Repeating what a student says with a rising intonation would show the student that there is an error.

Identifying the error. It is necessary to find the error by focusing the student’s attention on it and directly telling them that there is an issue. This technique is highly useful for correcting errors.

Not correcting at the time the error is made. This technique can be used to provide feedback after a fluency activity. It is better not to correct students when they are doing such activities. However, the teacher can make notes of the major errors that they make and once the activity is over, he/she can write them on the board or say the errors and the students can be asked to see if they can identify the errors.

Peer and self-correction. This is when the students correct each other’s errors. When students correct their own errors, it is called ‘self-correction’. At times, the teacher needs to indicate that there is an error so that the student can correct it. At other times, students notice their own errors and correct them by themselves. By use of peer and self-correction, students can become independent of the teacher and more aware of what they need to learn.

Ignoring mistakes. Usually in fluency activities, teachers ignore all the errors while the activity is going on. This is because it is most important for the teacher to be able to comprehend the students’ ideas and for the students to get practice in fluency. Notes of frequent errors are made and then corrected with the entire class after the activity is over. Often errors that are above the students’ level are ignored. Eg: If a student makes an error in something that has not yet being taught.

Correcting learners

We correct learners sometimes when they have made a mistake and we want to show them that something is wrong. There is a range of correction strategies and techniques we can use to indicate that there is a mistake, and the ones we choose depend on a number of different factors, for example the   aim of the activity, the age of the learners and the language level of the learners.

One of the main dilemmas for teachers giving conversation groups is error correction. It’s always tricky to know when and if to correct students and how to go about it. The danger of over-correcting is that students will lose motivation and you may even destroy the flow of the class or the activity by butting in and correcting every single mistake. The other extreme is to let the conversation flow and not to correct any mistakes. There are times when this is appropriate but most students do want to have some of their mistakes corrected as it gives them a basis for improvement.

So, the question is when and how should you correct your students?

Every teacher will have different views on this and different ways of correcting their students and it’s a case of finding out what both you and your students feel comfortable with. I would like to offer several ideas of how to go about it.

Oral correction

Here are some ways that we can correct oral mistakes:

Finger correction. This shows learners where they have made a mistake. We show one hand to the class and point to each finger in turn as we say each word in the sentence. One finger is usually used for each word. This technique is particularly useful when learners have left out a word or when we want them to use a contraction, for example:  I’m working rather than  I am
working. We bring two fingers together to show that we want them to bring the two words together.

Gestures and/or facial expressions are useful when we do not want to interrupt learners too much, but still want to show them that they have made a slip. A worried look from the teacher can indicate to learners that there is a problem. It is possible to use many different gestures or facial expressions.

Phonemic symbols. Pointing to phonemic symbols is helpful when learners make pronunciation mistakes, for example using a long vowel /u:/when they should have used a short one /u/, or when they mispronounce a consonant. You can only use this technique with learners who are familiar with the relevant phonemic symbols.

Echo correcting means repeating. Repeating what a learner says with rising intonation can
show the learner that there is a mistake somewhere. You will find this technique works well when learners have made small slips which you feel confident they can correct themselves.

Identifying the mistake. Sometimes we need to identify the mistake by focusing learners’ attention on it and telling them that there is a problem. This is a useful technique for correcting errors. We might say things like ’You can’t say it like that’ or ‘Are you sure?’ to indicate that they have made a mistake.

Peer and self-correction. Peer correction is when learners correct each other’s mistakes.

Ignoring mistakes. In fluency activities we often ignore all the mistakes while the activity is in progress, as the important thing is for us to be able to understand the learners’ ideas and for the learners to get fluency practice. We can make a note of frequent mistakes and correct them with the whole class after the activity. We often also ignore mistakes which are above
the learners’ current level. For example, an elementary learner telling us about what he did at the weekend might make a guess at how to talk about past time in English. We would not correct his mistakes because the past simple is a structure we have not yet taught him. We may also ignore mistakes made by a particular learner because we think this is best for that
learner, e.g. a weak or shy learner. Finally, we often also ignore slips as learners can usually correct these themselves.

Written mistakes

Can you remember how you felt as a learner when your teacher returned a piece of written work? Many learners say they want to have all their mistakes corrected, and some teachers still believe it is a good thing to correct every mistake. But it can be very discouraging for your work to be covered in red marks, with corrections written in between the lines, and a single word at the end, or maybe just a tick.

The key question for teachers to ask themselves is what students learn from this kind of total correction. The answer is probably very little. If everything is corrected, learners will probably look over their work without thinking enough about any individual mistakes. Even if they do pay more attention to the corrections, this method does not involve them in any kind of learning process — they simply look at the corrections and teachers hope this means that they will not repeat the same mistakes.

So, what alternative methods can we use?

Selective correction. With this method the teacher still gives the correction, but focuses on one or two areas (e.g. verb tenses, use of prepositions) while ignoring other mistakes. The students are told in advance what the correction focus will be, which should make them think more carefully about those particular aspects when they are writing.

Correction code

The teacher has used a correction code to indicate the types of mistakes that the learner has made. This enables learners to make their own corrections. Here is an explanation of the letters and symbols:

Gr = grammar
P = punctuation
V = vocabulary (wrong word)

Pr = preposition

? = I don’t understand what you have written. Please explain.

Sp = spelling

WO = word order

T = wrong verb tense

WF = wrong form

N = number / agreement (singular vs. plural)

л= something missing

0 = not necessary

How can self-correction be managed in the classroom?

Individual self-correction

Students attempt to discover the problems, make their own corrections (perhaps using a different coloured pen) and return their work to the teacher. This gives the student the opportunity to reflect on their mistakes and make improvements to their writing. It also shows the teacher what the learners are able to do and what still remains difficult or unknown. The teacher now has to check the corrections, and give the student feedback on anything that is still wrong or that the student has been unable to improve.

Peer correction

Students work in pairs, or in small groups. They exchange their papers and attempt to correct each other’s work. Again, the teacher has to build in an extra checking stage, as students will often not be able to provide appropriate corrections. But as with individual self-correction, the students have to go
through a process of reconsidering what they have written.

Teacher correction. The teacher corrects the learners’ mistakes by writing the correct words on the learners’ work.

Ignoring the mistake. As in 9 above, sometimes we choose to ignore mistakes that learners make in their written work.

How can the teacher deal with items that students are unable to correct for
themselves?

One of the ways that you can help students improve their written work most effectively, is to take a short part of what they have written, and rewrite it yourself, as you would have written it, without regard to what they have actually written linguistically, taking only the content of what they say. Just going back over their mistakes is likely to be less effective than looking at a simple short piece of language well-constructed which they can compare with their own.

Remedial teaching

If students repeatedly make the same mistakes, or are unable to correct
themselves, the best response from the teacher may be to use these items as the
basis for planning remedial teaching in future lessons.

Teacher feedback

Once the students have corrected as much as they can, the teacher can concentrate on the remaining problems. Rather than just correction, students need to understand why they have made the mistake and how to put it right. At this stage students need feedback from the teacher — some kind of explanation of the particular language point and perhaps one or two examples to show them how the language should work. Ideally, feedback would take place in a one-to-one tutorial session, but with a large class this may not be practical, and feedback can take the form of written notes at the end of the student’s work.

Conclusion

Whichever way you go about correcting your students, try to keep the experience positive for the learner. Being corrected constantly can be a really de-motivating, as every language learner knows. As you are listening out for your students’ errors, make sure you also listen out for really good uses of language and highlight these to the group too. In the case of language learning I really do believe the classic saying, ‘you learn from your mistakes’.

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*A. Write as in the example. Напишите как в примере.

e.g. windsurfing
например, виндсерфинг

1. cycling
2. billiards
3. marbles
4. Scrabble
5. fishing

Перевод:

1. езда на велосипеде
2. бильярд
3. шарики
4. Эрудит
5. рыбалка

*B. Use −ist, −or, −er to form nouns. Используйте −ist, −or, −er для образования существительных.

e.g. write – writer

6. play – player
7. art – artist
8. direct – director
9. football – footballer
10. paint – painter
11. cycle – cyclist

Перевод:

6. играть − игрок
7. искусство − художник
8. руководить − директор
9. футбол − футболист
10. красить – художник, маляр
11. езда на велосипеде – велосипедист

*C. Fill in the correct word. Вставьте правильное слово.

• board • drama • boring • meet • literature • jigsaw • once • novels • weekend
e.g. Julie is fond of reading novels. Джули любит читать романы.

12. Are you good at acting? Why not join our drama club?
13. How often do you meet your friends?
14. Laura and Peter don’t like doing jigsaw puzzles.
15. I think board games like backgammon are lots of fun.
16. Mary is interested in literature.
17. Mark loves windsurfing. He tries to go every weekend.
18. Sharon goes cycling once a week.
19. I hate computer club. It’s really boring.

Перевод:

12. Вы хорошо играете роли? Почему бы не вступить в наш драматический кружок?
13. Как часто вы встречаетесь с друзьями?
14. Лора и Питер не любят собирать головоломки пазлы.
15. Я думаю, что настольные игры, такие как нарды, доставляют огромное удовольствие.
16. Мэри интересуется литературой.
17. Марк любит виндсерфинг. Он старается заниматься каждые выходные.
18. Шэрон ездит на велосипеде раз в неделю.
19. Я ненавижу компьютерный клуб. Это действительно скучно.

*D. Match the words to make compound nouns. Сопоставь слова для того, чтобы сделать составное существительное.

e.g. tooth зуб F brush чистить

20 wind – C. windsurfing
21 basket – E. basketball
22 news – B. newspaper
23 birth – A. birthday
24 home – D. homework

Перевод:

20 ветер – C. виндсерфинг
21 корзина – E. баскетбол
22 новости – B. газета
23 рождение – A. день рождения
24 дом – D. домашняя работа

*E. Underline the correct item. Подчеркните правильный элемент.

e.g. Mum is cooking / cooks at the moment. Мама готовит сейчас.

25. I go / am going to see my grandparents every Saturday morning.
26. George is learning / learns to windsurf these days.
27. He is not having / doesn’t have a shower right now.
28. Pete and I are playing / play Scrabble at the moment.
29. My sister meets / is meeting her friends every afternoon.

Перевод:

25. Я езжу навестить бабушку и дедушку каждую субботу утром.
26. Джордж сейчас учится виндсерфингу.
27. Он не принимает душ сейчас.
28. Пит и я сейчас играем в Scrabble.
29. Моя сестра встречается со своими друзьями каждый день.

*F. Put the verbs in brackets into the Present Simple or the Present Continuous. Поместите глаголы в скобки в Present Simple или Present Continuous.

e.g. Joy goes (go) jogging in the mornings. Джой ходит (ходить) на пробежку по утрам.

30. Bob plays (play) football on Fridays.
31. Jess loves (love) reading. It’s her favourite activity.
32. Peter likes (like) playing board games.
33. “What are you doing?” “I am looking (look) at my hair in the mirror.”
34. John is running (run) around in the garden at the moment.
35. Ken is having (have) a shower right now.

Перевод:

30. Боб играет в футбол по пятницам.
31. Джесс любит читать. Это ее любимое занятие.
32. Питер любит играть в настольные игры.
33. «Что ты делаешь?» «Я смотрю на свои волосы в зеркало».
34. Джон сейчас бегает по саду.
35. Кен сейчас принимает душ.

*G. Choose the correct response. Выбери правильный ответ.

e.g. I’m looking for a present for a friend. G

36. Do you like cycling?                        D
37. How about this dart board?            C
38. What board games do you like?     E
39. How much in this puzzle?               A
40. What do you do in your free time?  B
41. Would you like me to wrap it?         F

A. It’s −15.
B. I love going windsurfing.
C. Great! I’ll take it.
D. Yes, I’m very keen on it.
E. Monopoly and Scrabble.
F. Yes, please, that would be great.
G. I have the perfect thing for you.

36 – D, 37 – C, 38 – E, 39 – A, 40 – B, 41 – F.

Перевод:

*H. Read the text and answer the questions. Прочитайте текст и ответьте на вопросы.

My friend Karen is a very busy person. When she’s not doing her homework or studying, she is out having fun.
On Tuesdays, she goes swimming after school. She practises a lot because she’s in the school team. Then, on Wednesdays, she goes to music club. On Thursdays, she meets her friends for a coffee in town. Then, on Fridays, she goes to the cinema or plays scrabble with her sister.
At the weekend, Karen always spends time with her family. She usually helps her mum around the house and sometimes her dad takes her windsurfing.

Моя подруга Карен очень занятой человек. Когда она не делает уроки или не занимается, она развлекается.
По вторникам после школы она ходит плавать. Она много тренируется, потому что входит в школьную команду. Затем по средам она ходит в музыкальный клуб. По четвергам она встречается со своими друзьями за чашкой кофе в городе. Затем по пятницам она ходит в кино или играет с сестрой в Эрудит.
По выходным Карен всегда проводит время с семьей. Обычно она помогает маме по дому, а иногда папа берет ее заниматься виндсерфингом.

e.g. Is Karen a busy person?     Карен занятой человек? 
Yes, she is.                                  Да.

42. What school team does Karen belong to?
     The swimming team.
43. What does she do on Wednesdays?
     She goes to music club.
44. When does she meet her friends?
     On Thursdays.
45. Which board game does Karen like to play?
     Scrabble.
46. Who does she spend her weekends with?
     Her family.
47. What activity does Karen do with her dad?
     Windsurfing.

*I. Listen and for questions 48−52 tick the correct box. Слушайте и для вопросов 48−52 отметьте правильный квадратик.

e.g. What does Pete enjoy doing?
       а.   b. √   c.

48. What game are Mark and Les playing?
     а.     b.     c. √
49. What club does Jane want to join?
     а. √  b.     c.
50. What activity does Simon think is boring?
     а.    b. √   c.
51. What is Mary doing at the moment?
     а.    b.   c. √
52. Where does Roger usually go cycling?
     а.    b.   c. √

48 – c, 49 – a, 50 – b, 51 – c, 52 – c.

Перевод:

например, Что Питу нравится делать?
48. В какую игру играют Марк и Лес?
49. В какой клуб хочет вступить Джейн?
50. Какое занятие Саймон считает скучным?
51. Чем Мэри сейчас занимается?
52. Куда обычно ездит Роджер на велосипеде?

Аудио к заданию:

Example.
What does Pete enjoy doing? (2 раза)
− So, Pete, how do you like to spend your free time? Do you like reading books?
− Not at all. I love playing computer games.
− Do you ever play chess on the computer?
− Never.
48. What game are Mark and Les playing? (2 раза)
− You know, Les, I really don’t like playing this game. It’s so boring.
− But, Mark, you usually love playing marbles.
− Not any more. Let’s play dominoes instead.
− I don’t have dominoes but I have Monopoly. How about that?
− Great idea!
49. What club does Jane want to join? (2 раза)
− So, Jane, what school club do you want to join? I’m in the Drama Club and it’s great!
− I’d like to join the Music Club but it full up.
− I hear that there are some places left in the Art club. What about that?
− Oh, that sounds nice!
50. What activity does Simon think is boring? (2 раза)
− Shall we go swimming at the weekend, Simon?
− Why don’t we try windsurfing instead?
− I don’t want to go fishing again either. Why?
− So dull that we do and sit there all day. I never catch any fish either.
− OK.
51. What is Mary doing at the moment? (2 раза)
− Hi, Mary! Do you want to come for a walk in the park with us?
− I’d love to. But I’m doing my homework now.
− Oh, no! Perhaps you can come later on.
− I have to cook dinner as well. So maybe tomorrow is better.
− OK then. See you tomorrow.
52. Where does Roger usually go cycling? (2 раза)
− Wow! Your new bike is great, Roger!
− Yes, I love it. I go cycling every weekend.
− Where do you go? I know there are some nice cycle tracks in the park.
− Oh, I don’t go there – too easy. I usually go out into the country.
− Really?
− And sometimes I even go up that mountain over there. That’s tough!
− I bet.

Перевод аудио:

Пример.
Что Питу нравится делать? (2 раза)
− Итак, Пит, как ты проводишь свободное время? Ты любишь читать книги?
− Совсем нет. Я люблю играть в компьютерные игры.
− Ты когда−нибудь играл в шахматы на компьютере?
− Никогда.
48. В какую игру играют Марк и Лес? (2 раза)
− Знаешь, Лес, я не очень люблю играть в эту игру. Это так скучно.
− Но, Марк, ты обычно любишь играть в шарики.
− Уже нет. Давайте вместо этого сыграем в домино.
− У меня нет домино, но есть Монополия. Как насчет этого?
− Отличная идея!
49. В какой клуб хочет вступить Джейн? (2 раза)
− Итак, Джейн, в какой школьный клуб ты хочешь вступить? Я в Драматическом клубе, и это здорово!
− Я хотела бы вступить в Музыкальный клуб, но он полон.
− Я слышала, что в Художественном клубе остались места. Что насчет этого?
− О, это мило!
50. Какое занятие Саймон считает скучным? (2 раза)
− Пойдем купаться на выходных, Саймон?
− Почему бы нам не заняться виндсерфингом?
− Я также не хочу снова ловить рыбу. А что?
− Это настолько скучно, что мы вообще сидим там целый день. Я еще никогда не поймал ни одной рыбы.
− ОК.
51. Чем Мэри сейчас занимается? (2 раза)
− Привет, Мэри! Хочешь пойти с нами погулять по парку?
− С удовольствием. Но сейчас я делаю домашнее задание.
− О нет! Возможно, ты придешь позже.
− Мне еще нужно приготовить ужин. Так что, может быть, завтра будет лучше.
− Хорошо, тогда. До завтра.
52. Куда обычно ездит Роджер на велосипеде? (2 раза)
− Ух ты! Твой новый велосипед великолепен, Роджер!
− Да, я люблю его. Каждые выходные я езжу на велосипеде.
− Куда ты ездишь? Я знаю, что в парке есть хорошие велосипедные дорожки.
− Ой, я туда не езжу − слишком просто. Я обычно выезжаю за город.
− В самом деле?
− А иногда я даже поднимаюсь на ту гору вон там. Это тяжело!
− Держу пари.