From In Search of Emily...
From Chapter 1: Discovering Emily
I began to learn English in junior high school and, in general, my peers and I found it interesting and we liked the subject. However, in most cases, including mine, this fascination did not last long. I simply could not remember the spelling of all those words. I could manage in the beginning, but after a few months, it was hopeless.
Pronunciation was also a problem. Why is the ti in tiger not pronounced the same as the ti in Tim? And at the end of the word tiger, why is the r not pronounced with a ra, ri, ru, re, or ro sound? I found the rules incomprehensible and the explanations unconvincing. And in the beginning, with my limited vocabulary, everything looked so inconsistent. That is, after all, one of the distinguishing characteristics of the English language its irregularities.
I scored only twelve points out of twenty on one of the vocabulary tests during the first term I studied English. It was such a great shock that I resolved to make every effort to memorize words. Only then did the structure of a new sentence like “Who is that lady?” which we were to learn at the beginning of the second semester become clear to me. And so I narrowly escaped hating English...