Questions about example sentences with, and the definition and usage of "Conversational"

  • The meaning of "Conversational" in various phrases and sentences

    1. Meanings of words and phrases
    2. I think it means "a stupid conversation" or "a nonsense topic"

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    2. 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.

    1. Meanings of words and phrases
    2. 'Conversational' comes from the word 'conversation'. It basically means the english you would use when conversing/talking to another person.

    1. Meanings of words and phrases
    2. to say something to test or observe someone's reaction / view point of another matter

  • Example sentences using "Conversational"

    1. Example sentences
    2. ‘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

  • Synonyms of "Conversational" and their differences

    1. Similar words
    2. so colloquial is everyday language, the way people normally speak and conversational is a style of conversation; informal and chatty. 너무 비슷해요

  • Translations of "Conversational"

    1. Translations
    2. Check the question to view the answer

    1. Translations
    2. Doesn't make much sense. Maybe you mean "which English conversational app can I use to learn Portuguese?" Is that what you mean?

  • Other questions about "Conversational"

    1. Other types of questions
    2. 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.

    1. Other types of questions
    2. 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.)

    1. Other types of questions
    2. 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.

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    2. × 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.

    1. Other types of questions
    2. 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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