關於Conversational的意思和用法的提問

包含"Conversational"的句子的意思

Q: a conversational bullshit是什麼意思
A: I think it means "a stupid conversation" or "a nonsense topic"
Q: I'm conversational是什麼意思
A: You can hold a conversation. 外国語で会話ができるぐらいの能力があるということです。
E.G. My Korean isn't that good but I'm conversational.
E.G. She's conversational in German and advanced in Indonesian.
Q:

conversational English 是什麼意思
A: 'Conversational' comes from the word 'conversation'. It basically means the english you would use when conversing/talking to another person.
Q: indirect conversational remarks是什麼意思
A: to say something to test or observe someone's reaction / view point of another matter

"Conversational" 的用法和例句

Q: 請提供關於 conversational 的例句給我。
A: "I have good conversational English skills, but I struggle with technical terms."
"Here are some basic conversational expressions that are useful when traveling."
"My goal is to be able to speak Japanese in a very natural conversational style."
"Be sure to employ a calm, conversational tone."
Q: 請提供關於

conversational English 的例句給我。
A: ‘Conversational English’ isn’t used as a phrase very often unless talking about it.

The only example that I can think of is “in conversational English is it polite to.......” but apart from that I can’t really think where this phrase might be used

"Conversational"的近義詞和區別

Q: conversational 和 colloquial 的差別在哪裡?
A: so colloquial is everyday language, the way people normally speak and conversational is a style of conversation; informal and chatty.

너무 비슷해요

"Conversational" 的翻譯

Q: How to improve my conversational skills in english??用 英語 (美國) 要怎麼說?
A: 請到提問詳情頁確認
Q: In which conversational application in English with whom you want to learn Portuguese用 英語 (美國) 要怎麼說?
A: Doesn't make much sense. Maybe you mean "which English conversational app can I use to learn Portuguese?"

Is that what you mean?

"Conversational"有關的其他問題

Q: 少年が少女からピアノを弾けるようにするためには音符を読む必要があることを学ぶ場面の会話ビデオです。
A conversational video of a boy learning to need to read music notes to be able to play the piano from a girl.

意味の通らない会話文がありましたら教えてください。
Please let me know if there are any impossible understanding conversational sentences.



<参考ビデオ>

https://youtu.be/ChkuJEE7tAE

1) Play by imitating, what happens when you write it on music notes?


Because the boy really wanted to be able to play the piano, the girl has thought about a piece that has been composed it as easy as possible to play for his performance.



G: You looks like ready. ···Yup. He really want to play the piano. Where should I teach from? He is dull a little. .
B: Hey, what are you talking about?
G: Oh, Oh, Nothing, I was just thinking aloud.”. .
Well, I was wondering what to teach you.
B: It's alright anything. Teach me quickly!
G: Yeah, that's right. . .
B: Let's do something soon, I'll imitate it!
G: Oh yeah, this guy wants to copy. So what should I do?
B: Don't put on airs like that.
G: So what about this?

The girl remembered the song where the left hand played the ostinato and the right hand played various melodies. Since the ostinate part was just repeated, she began writing music for the ostinate part to teach the boy to that part. .

B: Hey, what are you doing? I don't understand the meaning if you has written music notes suddenly.
G: Oh, wait a minute. It's better to practice while watching the music notes.
B: It is troublesome. 
G: What are you talking about? Do you really want to play the piano?
B: .. Well, that's right. 
G: Alright, just be patient a little ! 
B: Can I really play the piano if I can read the music score ?
G: Well, of course you need to practice, but you'll become to know exactly what to do.
B: Huh? I can't understand your thinking?
G: If you think it is a lie, see the score and read!
B: Your line I've heard somewhere ...

(The girl points to the music score)
G: I'll explain. Please listen carefully. Did you think this seemed difficult?
B: I can't read music sheet.
G: If you think you can't read it from the beginning, it's the same as giving up.
B: I won't give up.
G: Well then, I will explain how to read a music notes so listen carefully.
B: You play and show me, I imitate ... Is it ok, isn't it?
G: That's no use by only imitation way.
B: why?
G: Because, you can only do what I showed you.
B: That's good all!
G: That's nothing.
B: why?
G: It's a troublesome guy. Don’t complain to hear the explanation first. Otherwise I will not tell you next thing.
B: I see, okay, so I'll listen.
G: Well, this is the first score you read.
(Point to the 'Before you start' part.)

B: Oh. Is this only?
G: That's it. Once you know the shape of this score, you can exactly play the part what you want to play.
B: Hmm. Why?
G: "Why?" You've said again. Well, remember what I teach you from now on, without saying anything. If you don't I won't be able to tell you the next thing.
B: You got stronger recently.
G: I don't care about that. But you say it to the girl. I don't tell you the next things.
B: Yes, yes. I will listen with respect.
G: Really. Then look at the music score carefully. I'll play this shape of the music score.
(The girl points to the score and plays the piano)

B: What easy is it!
G: Alright, then try to imitate.
B: Leave it to me. Well, , show me play again.
G: OK.
B: Alright, I understand! Well, starting from on this key, it was like this.
G: Yeah, well done. Then play it twice in a row.
B: It's easy.
G: Now try imitating what I play.
(The girl plays the first to fourth bars as a model for the boy to practice after then.)

B: … I feel like I can do it…
G: Then do it.
B: Yeah, I'll try it.
(The boy can play the first bar, but not the second slightly changed bar that follows from one.)

G: Look, you can't do it, do you? So you need to be able to play exactly what is written on the score.
B: That's why, I told you I can't read such music score!
G: So don't give up there. Well, do you know that the melody you heard right now is connected by changing the original one measure little by little?
B: Yeah, , that’s right.
G: It means that you can play if you know what's small part of changed.
B: … That ’s right.
G: Alright, then look at the music score again.
(The girl begins to explain how the first bar be changed.)
A: 1) He often plays by imitating others, what happens when he plays from musical notes?


Because the boy really wanted to be able to play the piano, the girl has thought up a piece that has been composed to be easy as possible to play at his performance.



G: You look ready. ···Yup. He really wants to play the piano. Where should I start? He is a little slow.
B: Hey, what are you talking about?
G: Oh, Oh, Nothing, I was just thinking out loud.”. .
I was wondering what to teach you.
B: It's alright, anything is ok. Teach me quickly!
G: Yeah, that's good. . .
B: Hurry up and play something, I'll copy you.
G: Oh yeah, he wants to copy me. So what should I do?
B: Don't be like that.
G: So what about this?

The girl remembered the song where the left hand played the ostinato and the right hand played various melodies. Since the ostinate part was just repeated, she began writing music for the ostinate part to teach the boy that part. .

B: Hey, what are you doing? I can't follow you if you suddenly start writing music notes.
G: Oh, wait a minute. You know, it's better to practice while watching the music notes.
B: It is too much trouble. 
G: What are you talking about? Do you really want to play the piano?
B: .. Well, yes. 
G: Alright, just be patient! 
B: Can I really play the piano if I can read the music score ?
G: Well, of course you need to practice, but it'll become easier over time.
B: Huh? I don't get it.
G: If you think I'm lying, look at the score and do it!
B: I've heard that before ...

(The girl points to the music score)
G: I'll explain. Please listen carefully. Did you think this seemed difficult?
B: Yes. I can't read music sheet.
G: If you think that you can't read it from the beginning, it's the same as giving up.
B: I won't give up.
G: Well then, I will explain how to read the music notes, so listen carefully.
B: You play and show me, I'll imitate you... It's ok isn't it?
G: It's not good to just imitate.
B: Why?
G: Because, you can only do what I showed you.
B: That's good enough!!
G: It's not.
B: Why?
G: You're bring a pain. Don’t complain before you hear the explanation first. Otherwise I will not tell you the next thing.
B: I see, okay, so I'll listen.
G: Well, this is the first score you read.
(Point to the 'Before you start' part.)

B: Oh. Only this?
G: That's it. Once you know the shape of this score, you can exactly play the part what you want to play.
B: Hmm. Why?
G: "Why?" You've said again. Well, remember what I teach you from now on, without saying anything. If you don't I won't be able to tell you the next thing.
B: You got stronger recently.
G: I don't care about that. But if you say it like that I'm not going to tell you the next things.
B: Yes, yes. I will listen carefully.
G: Really. Then look at the music score carefully. I'll play this shape of the music score.
(The girl points to the score and plays the piano)

B: It's so easy!
G: Alright, then try to copy me.
B: No problem. Well, show me play again.
G: OK.
B: Alright, I understand! Well, starting from this key, it was like this.
G: Yeah, well done. Then play it twice in a row.
B: It's easy.
G: Now try copying what I play.
(The girl plays the first to fourth bars as a model for the boy to practice after then.)

B: … I feel like I can do it…
G: Then do it.
B: Yeah, I'll try it.
(The boy can play the first bar, but not the second slightly changed bar that follows from one.)

G: Look, you can't do it, can you? So you need to be able to play exactly what is written on the score.
B: That's why, I told you I can't read the music score!
G: So don't give up. Well, do you know that the melody you heard right now is connected by changing the original one measure little by little?
B: Yeah, , that’s right.
G: It means that you can play it if you know what small part has changed.
B: … That ’s right.
G: Alright, then look at the music score again.
(The girl begins to explain how the first bar is changed.)

**It was a good effort. I think you need to be more aware of who or what the subject is. If you do direct translation from Japanese, it often won't make sense in English. In English we don't describe the situation generally like Japanese. We describe the subjects acting specifically in the situation.
Q: ‎I translated below,please correct it more naturally.

このクラスは、他の英会話スクールと違い、先生と生徒という関係性がない。さらに、誰か一人がクラスを進めるのではなく、皆が、クラスがスムーズに進むように、頑張っている。誰一人として同じ指紋を持たないように、このクラスも唯一無二の特徴がある。

unlike other English conversational school,relationship between the teacher and the student is not existed.Moreover,not a certain person but all of members are well devoted to
make class operate smoothly.Like a finger prints that is not allocated to two person、this class is a unique feature.
A: I cannot read the Japanese and am editing based on your English translation only, so I apologize if I change the meaning!

"Unlike other conversational English classes, in this class we do not have traditional roles of the "teacher" and "student". Instead, all members are equally devoted to making the class operate smoothly. This feature makes our class unique, the way no two fingerprints are the same."

(The last metaphor of the fingerprints actually sounds quite awkward in English. We use metaphors like that in poetry or prose, but not in simple advertisements. I think it would be more natural to simply say:

This feature makes our class unique.)
Q: ‎I translated below,please correct it more naturally.

このクラスは、他の英会話スクールと違い、先生と生徒という関係性がない。さらに、誰か一人がクラスを進めるのではなく、皆が、クラスがスムーズに進むように、頑張っている。誰一人として同じ指紋を持たないように、このクラスも唯一無二の特徴がある。

unlike other English conversational school,relationship between the teacher and the student is not existed.Moreover,not a certain person but all of members are well devoted to
make class operate smoothly.Like a finger prints that is not allocated to two person、this class is a unique feature.
A: I've tried to help make your translation sound more smooth and natural. I hope I didn't changr the meaning of what you wanted to say.

Unlike other English conversational schoolS, relationships between teachers and students do not exist. Moreover, INSTEAD OF ONE certain person, all members are VERY devoted to
makING classES operate smoothly. JUST AS a finger prints is not allocated to two PEOPLE, EACH class is unique.
Q: I used to attend an English conversational school in my hometown, and a British instructor was in charge of my class. I have to be humble to say this, but my letters in running style are more neat than his. He didn't like it, so he crossed some of my English saying "I cannot read them!" I quit for being a studen of this English conversational school. 聼起來自然嗎?
A: × I have to be humble to say this, but my letters in running style are more neat than his.
✓ I don't mean to brag, but my cursive handwriting was neater than his.

× He didn't like it, so he crossed some of my English saying "I cannot read them!"
✓ He didn't like it, so he would cross out some of my English, saying "I cannot read this!"

× I quit for being a studen of this English conversational school.
✓ I quit that English conversational school.

Q: Would you ever say 'Depending' alone as in "Depending how much you want it" in conversational English not 'Depedning on'?
A: I'm a native American English speaker -- I myself would never use the word "depending" by itself. I suppose that when someone is speaking rapidly, the word "on" might seem to disappear, but in my mind I would nonetheless "hear" the word "on."

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