Friday, September 23, 2016

Foreign languages in Finland's educational system (The New Federalist, 2006)

Very good article.

Foreign Languages in Finland’s Educational System

by Muusa Korhonen
All the versions of this article: [English] [français]
The results of surveys show that the majority of Europeans learn languages only in school; this indicates the importance of the educational system in promoting the learning of languages in Europe. Finnish 15-year-olds were among the best in all four domains assessed by the PISA 2003 survey comprising 41 countries.


PISA 2003 assessment focused primarily on students’ skills in mathematics, but their skills were also tested in science, reading literacy, and problem solving. In comparison to the previous assessment in 2000, the performance level of this age group has risen in mathematics and science. In reading literacy Finland has kept its position as the leading country.
According to Tuula Haatainen, Finish Minister of Education, there are many reasons for this top performance of Finnish students: Finland does well in terms of educational equality, the training of teachers is well organized and it is the responsibility of communes to organize education.
The aim of this article is to demonstrate the situation of foreign languages in Finland’s educational system in comparison with other European countries. Now that the Finnish presidency of the EU is on the run, it is interesting to know more about abilities in foreign languages, when it comes to a country whose language is very different from all other European languages.

Foreign-language skills in Finland

The Finnish find that they are rather skilled in foreign languages, 77% in comparison with the European average of 44%. But what does it really mean to be skilled?
Could it be related to the practices, such as subtitles on TV ? The subtitles can encourage and make it easier to learn languages, and the respondents of the Nordic countries appreciate the subtitles (93% of the Finns), so this would mean that they are used to hear different languages on TV.
It is true that Finns are good in foreign languages, for in Finland 69% of the population can speak more than one foreign language, 47% at least two languages and 23% even three foreign languages. In Finland the foreign language skills are above the European average. The fact that in Finland there are two official languages has surely influenced the language attitudes. Anyway, the mother tongue of most Finns is Finnish (92%), so the country is more homogeneous linguistically than most of the European countries.
What foreign languages are the most common in Finland? It is not a surprise that nowadays English is the most common foreign language with 63%, Swedish being in second place with its status of official language (41%), while German comes in third place with 18%, being traditionally the most popular.
Even if Finland has Russia as its neighbour, Russian is not a popular language in schools, although it is one of the languages whose popularity is growing, with Spanish and Italian as second foreign language. German is often an alternative to English as the first foreign language in schools. We could say that the fact that Finland is now an EU member, is a reason why French is been chosen, given the important role of French in the EU.
Even though today a foreign language can be taken already at age 7, it is more common to start learning it when you are 9 years old. In 2002 only 6.2% of 7-year-olds started learning a foreign language. In contrary to the other Nordic countries, the comprehensive school has given from its beginning the possibility to start another foreign language than English. The possibility to choose French, German or Russian has been there already in 1970’s.
In Finland, it has always been clear that we should have a repertoire of languages in schools and the Finns have always been rather motivated to learn languages. The objectives that are topical in Europe this time around are not something new to Finnish people. Of the Europeans, it is in Sweden (32%), in Latvia (28%) and in Finland (28%) where we can find the most active language learners of the last two years.

Some existing problems

When it comes to the factors that can discourage language learning, it is surprising that Finland is one of the countries that are not very enthusiastic in learning a new language. In Europe, it is the lack of motivation and the lack of time that are the most usual reasons for not learning another language.
It seems that in Finland they learn Swedish a lot, though it is above all because it is a compulsory language in schools. Anyway, it seems that the Finns are not so interested in learning it. In addition, the obligation to learn Swedish makes it harder to start additional languages, for not everybody is going to start a third or a fourth language. It is true that we do acknowledge the importance of other languages; it seems that we are losing it for more and more students are learning only English and of course, Swedish.
Generally, in European countries English is most often the first foreign language taught in schools. In Finland the situation is the same. We are not used to learn some other language than English as the first foreign language. Anyhow, in Finland we really think that it would be very important to learn foreign languages so that we could better communicate with other nationalities.
In 2000, during the French presidency of EU, when many documents were sent from the France only in French, there was a problem because in Scandinavia, people had used to the documents in English.
At the same time when the status of English is getting better worldwide, we have found that French and German have an important position in Europe. Those that have French or German as their mother tongue, it is normal to suppose that their language is being used in international cooperation, when the Finns should actually know more than one foreign language.

A quick look at the past

The commission dealing with the language programme from 1976 to 1978 had a challenge to do a proposition of reform that was based on cultural politics and on the linguistic needs. This proposition included that everybody should know some Swedish and English. It included also that 30% of the population should learn German and Russian. French was recommended to 15-20% of the population.
They proposed also that in upper secondary school students should learn two foreign languages in addition to the two official languages. It is clear that the propositions were excessive but the commission studied a number of important questions such as : How many languages one should learn ? When should one start learning a language ? Which language would be the easiest for the Finns? How many hours should one study languages in a week ? Should the language be taught in a foreign language or in Finnish ? And so on.
These questions have created the basis for the education of languages in Finland and some of them come to consideration even today, and even more in the 90’s when new kinds of training programs were planned, for example the IB (International Baccalaureate).
Anyway, it seems that Finland was one of the first countries in Europe to pose these kind of questions. Besides, the educational objectives that concern all European countries since the 1990’s have been attained in Finland 20 years before.
In the 1980’s in secondary school, the objective was that at least 35% of students would chose one optional language. The Council of State was hoping that this language would more often be French or Russian. In upper secondary school, 80% of the students studied one optional language during the 1990’s.
That was good, but there was one problem: the unbalance of choice. This is the reason why the Ministry of Education National was preparing new objectives: teaching of German, French, Russian and Spanish should augment at all the educational levels. They thought that the cultural relations demanded language knowledge and the attitudes towards the European countries would be more positives if we knew their languages.
The students were encouraged to choose another language than English as their first foreign language, but actually we have been able to notice that English is the language that the students find the most important as first foreign language. In 90’s, students studied in upper secondary school on the average 2.7 foreign languages. Of the baccalaureates, girls passed ¾ of the optional language exams.

Linguistic projects in Finland

In Finland there are projects that try to develop and diversify the education of foreign languages and the methods used in education. One of the projects was “Kimmoke” [1] from 1996 to year 2000.
Russian is often been chosen for the regional motifs in the east of Finland, where there are commercial interests towards our eastern neighbour. When it comes to Swedish, the situation is very different in different regions so that Swedish has a strong position in the western coast of Finland, where students tend to choose Swedish as first foreign language.
In 2001 it was clear though, that all the objectives of the project Kimmoke had not been achieved. There was still not a possibility to start learning a second foreign language in all the communes. So they decided to launch another project that was based on national evaluation, called “Kieltenopetuksen kehittämishanke” that was a suite to project Kimmoke until year 2004.
The objective was to ensure the possibility to start another foreign language in elementary school and also the continuity of its education in higher levels. The project was to encourage more students to choose an optional language. This time the objectives have been reached as the popularity of a second language has grown and it has been possible to start learning a language earlier than before. There is still some imbalance, as the situation is very different from a commune to another.
The fact that we want more people to study a language other than English has lead to a situation where the classes of languages can be very small and if they are not big enough, the communes are not willing to provide the education for the marginal languages. This means that in small communes the education provided in other languages than English is very rare actually.


Even though the finnish people are motivated in learning foreign languages and they have relatively good language skills, there are still things that could be better.
The problem is that we don’t get to use the languages efficiently and it is difficult to learn the needed communication skills.One aspect on this problem is that at school we do not have much exercices where we get to use the langugae orally, and it is only when we go abroad that we learn to speak the language in the every-day situations.
This is why a decision has been made that in upper secondary schools a new course will be added as it would be necessary - not only to write but also to speak a language. Until now the matriculation examination has only been about the written language skills.

Tuesday, August 30, 2016

Vietnamese herbs, in English

Check this link:

Some common herbs:
- Húng cay = Peppermint
- Húng chanh = Cuban oregano
- Húng lủi = Spearmint
- Húng quế = Thai basil
- Kinh giới = Vietnamese balm
- Ngò (mùi) = Cilantro/ Coreander
- Ngò gai (ngò tàu, mùi tàu) = Culantro/ Sawtooth herb
- Tần ô = Garland chrysanthemum
- Thì là = Dill
- Tía tô = (Red) perilla
- Rau răm = Vietnamese coreander/ Vietnamese mint or Laksa leaf
- Xả = Lemon grass

More here:

Saturday, September 12, 2015

English spelling rules (1): The magic "e"
The "magic" e comes at the end of a word that ends in a single vowel and a single consonant (for example: pine. There is a single vowel, i, before a single consonant, n, and then the "magic" e).
This e at the end is "magic" because it changes the vowel sound. In these words, the first vowel "says its name" (sounds like its name). And of course, the "magic" e changes the meaning of the word.

The "magic" e itself is completely silent.

For example, let's look at the word cap.

a man wearing a cap
A cap is a kind of hat that you wear on your head. This word is pronounced with a short a sound.

But what happens when we add the "magic" e at the end of the word? Well, the meaning of the word changes, and so does its pronunciation!

So, what is a cape?

a teacher wearing a cape

A cape is a something superheroes wear on their backs! This word is pronounced with a long a sound because of the "magic" e at the end.

We say that the letter a "says its name" because it is pronounced just the way you would name the letter if you wanted to say its name in English.

Remember that the "magic" e is silent!

This rule applies with all five vowels in English: a, e, i, o, and u.

Here are some more examples with the vowel a:

at ate
mad made
tap tape
hat hate

All of the words in the first column have a short a sound, and all the words in the second column have a long a sound because of the "magic" e at the end.

Here are some examples with the vowel e:

pet Pete
met mete

There are not many examples with the vowel e, but the same rule is true here. The words in the first column have a short e sound, and the words in the second column have a long e sound.

Here are some examples with the vowel i:

rid ride
quit quite
sit site
pin pine

The words in the first column have a short i sound, but the i "says its name" in the second column.

a pine tree

Here are some examples with the vowel o:

hop hope
cop cope
slop slope
cod code

The words in the first column have a short o sound, but the o "says its name" in the second column. These words have a long o sound.

Finally, here are some examples with the vowel u:

tub tube
hug huge
us use
cub cube

The words in the first column have a short u sound, but the u "says its name" in the second column.

a cup of coffee with sugar cubes

You can ask someone how many cubes of sugar they like in their tea.

But you can be sure they do not want any cubs, baby bears, in their tea!

a baby bear

There are a few common exceptions to this rule, like the words "have," "come," or "love." But in general, the rules discussed above will apply.


So, let's review what we have learned about the "magic" e in English:
  1. The "magic" e itself is completely silent.
  2. The "magic" e comes at the end of words that end in a single vowel and a single consonant.
  3. The "magic" e makes the single vowel before it "say its name."

Thursday, May 28, 2015

3 myths about learning any language (Steve Kaufmann)

Don't Believe The Hype

There are many myths when it comes to learning languages, which tend to ruin the experience and pleasure of it. I recently shared notes with influential linguist, Stephen Krashen, and want to share some of his wisdom with you.

I will also tell you what the three biggest myths of language learning are, and what happens when you stop believing them.

You can watch the video here: The 3 main myths about learning any language

Here's a pre-filled tweet so you can share my video with others.

Thank you,
Steve Kaufmann

Three Myths About Language Learning

This is a transcript of one of my YouTube Videos – To keep up with my latest thoughts on language learning, subscribe to my YouTube Channel.
Hi there, Steve Kaufmann here. Today I want to talk about what I consider to be the three myths about language learning – the biggest myths. That…
  1. You have to practice speaking and focus on grammar.
  2. You have to go to school.
  3. It’s difficult.
I’m going to do this with reference to some information that I got from Stephen Krashen.

I’m still excited about having had lunch with Stephen Krashen in Riverside, California last week. At that time, he gave me a paper which is called ‘Can Second Language Acquired Reach High Levels of Proficiency through Self-Selected Reading.’ In this paper, he confirms that the more we read, the better we learn and the higher our score on tests like TOEIC. There is research to show how many hours of reading will give you what result on TOEIC and I’m going to analyze this in more detail in a blog post at my blog.

In doing research for this, because this paper was produced by Stephen Krashen and Beniko Mason, who is an English teacher in Japan, I also Googled Beniko Mason and here there was a very interesting paper called ‘Self-Selected Pleasure Reading and Story Listening for Foreign Language Classroom’.

Myths About Language Learning

Both these papers stress the basic fact that in order to acquire a language, more than anything else, you need to read and it identifies how much you need to read and, of course, listening is also powerful. I happen to be a great fan of listening because it helps prepare me to speak and because it’s something I can do while doing other tasks, but I know that I need a lot of reading in order to acquire vocabulary.
There are a number of gems in both of these articles about how at the early stages most learners of language never get past the beginner or early intermediate stage. So whether those people speak absolutely correctly, whether we hound them on points of grammar, in any case, it’s going to take a lot of exposure and practice before it’s going to click in. Maybe the main thing is to get those people to where they can communicate a little bit without worrying about how correctly they speak. That’s just one example, there are many more.

Read And Listen

This is so fundamental, so important, read and listen. Therefore, you don’t need to be instructed, you don’t need to be corrected. Once you get to an intermediate level, the other goal of language teaching should be to make you an autonomous independent learner. So once you reach that intermediate level through lots of reading and listening, you will more and more correct yourself or you’ll seek out some grammar explanations. Wherever you feel there are gaps or mistakes that you keep making, you’ll start to notice those, if you are an autonomous and motivated learner. To get to that stage, rather than overwhelming you with rules, if we can get people to choose things of interest, stories, whatever they’re interested in, to read and listen.

I know I sound like a bit of a broken record, but it’s so overwhelmingly true. Not everybody likes to read when they don’t know the words and, basically, that’s what’s behind LingQ. I was the same way. I had all kinds of books in different languages, there were too many words that I didn’t know, I didn’t like looking them up in a dictionary, therefore, we developed LingQ as sort of an assist, but the fundamental activity is reading and listening. That will get you to where you have a sufficient base in the language so you can then work on the areas you’re weak in, including pronunciation. At least you have a feel for the language, you have some vocabulary and you’re not discouraged.

Motivation Is All You Need

Again, the three major mistakes that people make are they think they need lots of instruction. They’ve got to worry about grammar. They’ve got to worry about output. Not true. Second of all, they need to go to a classroom. They don’t. It can help if you don’t have the motivation, but it’s not necessary. The third thing is that it’s complicated. It’s not complicated. It requires time and motivation.

So there you go. I kind of say the same thing over and over again, but it’s so important and so few people really grasp it. So for further information, please visit my blog. I’ll be putting a post up there within the next week or so.

Thanks for listening, bye for now.

Friday, May 15, 2015

15 tricks to get adult learners talking

  1. Distribute Questions
    This is a very simple method. After a reading exercise, one will generally ask students about the text at hand. Sometimes it can be tempting to ask everyone generally, but a great way to get specific people to speak (particularly those who are quite shy) is to single them out and ask the question. This might seem simple, but it is something many teachers forget.

  2. Role Plays
    It cannot be stated enough how important a role play is within the world of language teaching. Practical language use is practised within these exercises, and therefore it will allow the students to use what they know in a more creative manner. These can generally be quite a lot of fun.

  3. Find An Interesting Topic
    Getting a topic which is somewhat controversial might do well to stimulate debate in the classroom. An example would be if one were speaking about, say, immigration, some people might be interested in speaking their mind about this particular topic. Be careful, however, as sometimes one might touch on a sore or sensitive point to monitor what kind of materials are used in class.

  4. Ask Them About Themselves
    Everybody enjoys speaking about themselves. If one is teaching a business class, then this will undoubtedly be a great opportunity to inquire as to what job everybody does. Maybe you could go around the room and question everybody in turn about their role and responsibilities. Since people enjoy speaking about themselves in general, you will get a lot more conversation from them this way.

  5. Encourage Them to Ask Questions
    Try and encourage students to ask questions about various topics themselves. For example, one might say, “And why do you think Sonia did this..?” Usually directing it at a person will help. Ask them why they think a particular verb form is correct, and instil in the students that asking questions will lead to better proficiency within the language.

  6. Teaching Pronunciation
    Sometimes, depending on where you are teaching, students may not be pronouncing certain words in a correct manner. Different languages have different phonetics, therefore one needs to be sure that the students can speak in a way that is as close as possible to that of a native speaker. Pronunciation classes can also be a lot of fun.

  7. Debates
    Holding a debate in class is a great way of getting the students to talk a bit more. Sometimes the topics can become somewhat heated, and this will encourage them to use their newly acquired skills more creatively.

  8. News Story
    Similar in the way to a debate, discussion over a particular topic of current news will allow students to express their views. This may not work for all students, of course, so it is important to ask them.

  9. Turn to Your Neighbour
    Probably one of the oldest methods. Students who split up into pairs find that they are obliged to talk. In order to ensure this, keep walking around the class until the end of the exercise and make sure that everyone is speaking.

  10. Take a Class Poll
    Ask a question about a particular topic and take a poll. An example could be, “Should the government fund student tuition?” Students can then air their views and discuss them.

  11. Eye Contact
    If a student is particularly stubborn, a good idea would be to keep eye contact until they say something. This usually makes them feel uncomfortable and that they are obliged to speak. It works wonders for most students.

  12. Name Saying
    When asking questions, for example about a text, be sure to say the name of a particular student. This way they will know that you are addressing them and will have to reply accordingly. Do this on students who happen to be shy and don’t speak much in class. It will give them an opportunity to speak which they can’t refuse.

  13. What Do You Think..?
    Similar to the previous one, every now and then stop when reading an article if an important issue is raised and ask the students’ opinions on it.

  14. Explain to Me…
    Trying to get the student to explain a particular topic you have just explained will set the wheels in their head in motion. Of course, one can help them along, but it is important to make sure that the student does most of the talk.

  15. Summarise.
    Finally, a really good way is to get the students to summarise a particular topic in their own words. This may be a challenge for beginners, but overall is can help in their practise of speaking.

Saturday, May 9, 2015

Useful websites for improving your listening skills in English

Những website hữu ích để luyện kĩ năng nghe (Listening)

listening english

Một số website và đánh giá ưu/nhược của từng trang để giúp bạn rèn luyện kĩ năng nghe tiếng Anh hiệu quả.

Esl-lab, vừa nghe vừa làm trắc nghiệm

Esl-lab là trang tổng hợp các bài nghe và bài trắc nghiệm cho những bạn đang muốn luyện và kiểm tra kĩ năng nghe của mình. Các bài nghe được chia theo cấp độ Dễ - Trung bình - Khó cũng như theo các vấn đề đời sống/học thuật nên rất dễ dàng tìm bài phù hợp với trình độ và sở thích của bạn.

Hay nhất là dưới mỗi bài nghe còn có phần hướng dẫn ngữ pháp, đề xuất các đề tài thảo luận…

Tuy nhiên, lưu ý là bạn cũng không nên chỉ chú tâm vào những đề tài yêu thích, vì các kì thi tiếng Anh sẽ xoay quanh nhiều đề tài khác nhau (và có thể có những vấn đề mà bạn không thích)!

Trainyouraccent, kho tiếng Anh đa chất giọng

Khi đi du học rồi, bạn sẽ nhận ra rằng bất cứ ai cũng có chất giọng riêng khi nói tiếng Anh. Từ giọng Ấn của bác tài đến giọng Malaysia của anh bạn cùng nhóm, giọng trên đài phát thanh hay thậm chí là giọng của anh bạn bản xứ nhưng đến từ một địa phương khác.

Thế nên, thực hành nghe nhiều giọng khác nhau trước khi lên đường sẽ giúp bạn hòa nhập dễ dàng hơn, cũng là một cách để tự nhìn nhận lại về những điểm cần lưu ý trong chính giọng-nói-tiếng-Anh của mình để sửa đổi, nếu cần thiết.

Tại trang trainyouraccent, bạn sẽ được luyện cả về kĩ năng nghe lẫn việc thực hành phát âm, dựa trên những đề tài cụ thể trong đời sống. Các chủ đề có thể tìm thấy rất đa dạng, từ nấu nướng đến công việc làm thêm, cuộc sống gia đình, trường học…

Bên cạnh đó, dưới mỗi bài nghe sẽ có các câu hỏi liên quan để thảo luận. Chẳng hạn, dưới bài nghe về đề tài nhà hàng, bạn sẽ được yêu cầu miêu tả một nhà hàng mà bạn yêu thích nhất, giải thích tại sao bạn thích ăn ở đó hay tìm các bài nhận xét trên Internet về một nhà hàng ngay trong khu mà bạn ở và cung cấp những thông tin tìm được với bạn bè trong nhóm.

Tóm lại, đây là một trang sở hữu rất nhiều bài nghe thú vị, được thực hiện với nhiều nhân vật đến từ các nước mà tiếng Anh không phải là ngôn ngữ mẹ đẻ.

Elllo, thư viện nghe trực tuyến

Elllo có thể xem là một thư viện điện tử với hơn 2000 bài nghe được đăng tải trên trang web.

Ở mỗi mục lại có một hoạt động khác nhau. Ở mục “View”, mỗi bài nghe đều cho phép bạn học thêm từ mới, trả lời câu hỏi trắc nghiệm và tải bài nghe về máy. Tuy nhiên, những bài nghe ở mục này sẽ không có đoạn văn đi kèm để đảm bảo bạn không “ngó nghiêng” trong lúc nghe. Mục “Videos” lại tập trung vào những đề tài, câu hỏi chuyên sâu hơn, và cũng bao gồm các câu hỏi trắc nghiệm để giúp bạn phát triển kĩ năng đọc hiểu…

Điểm cộng của trang này là sự phong phú của đề tài: từ bí quyết đi tham quan New York, âm nhạc Colombia, cuộc sống ở Nhật đến chủ đề kinh tế hay lễ hội.

Eslfast, vừa luyện nghe vừa học hỏi về văn hóa, nhân vật

Nếu bạn là người mê văn hóa Mỹ thì chắc chắn không nên bỏ qua mục 100 bài nghe/ đoạn văn nhỏ, nói về 100 nhân vật người Mỹ mà bạn nên biết. Những bài nghe này không quá dài, được đăng tải kèm văn bản nên sẽ giúp bạn vừa luyện nghe lẫn đọc hiểu. Những thông tin trong mục này cũng rất hữu ích để cho kiến thức phổ thông của bạn. Biết đâu đấy, chúng sẽ đem lại những ý tưởng hay ho cho bạn, ở phần thi viết!

Trong trường hợp bạn thích nghe hội thoại về các vấn đề mà cuộc sống du học có thể gặp phải (đi thư viện, thuê nhà, đổi trường, mua sắm, du lịch) thì “Robot” là mục nên ghé, tuy nhiên các bài hội thoại này rất ngắn và dễ nên sẽ phù hợp hơn với người mới bắt đầu.

Nếu muốn nghe các bài đọc dài hơn, có nhiều từ vựng khó hơn thì Eslread là mục dành cho bạn.

Mỗi tuần một bài báo với EnglishClub

Vào mỗi thứ ba, trang English Club sẽ đăng một đoạn audio tổng hợp về một vấn đề đương thời nào đó (bài gần nhất, đăng ngày 28/4/2015 nói về trận động đất ở Nepal). Những đoạn nghe này được liệt vào mức độ dễ.

Điều thú vị là bạn sẽ được vừa nghe vừa điền từ còn thiếu, trả lời các câu hỏi nghe hiểu bằng cách gõ câu trả lời hoàn chỉnh và thảo luận về những câu hỏi liên quan.

Trước khi nghe, bạn cũng sẽ được làm quen với những từ vựng liên quan đến nội dung của bài. Trong trường hợp bạn biết mình đang thiếu từ vựng về một đề tài cụ thể, hãy vào ngay mục Listening News của English Club và chọn lựa trong vô vàn các bài điểm báo hay.


Các hãng truyền hình, kênh radio quốc tế

Khi trao đổi với những nhân vật có điểm IELTS Listening cao, Hotcourses luôn được chia sẻ kinh nghiệm “nghe đài, tivi”. Theo họ, nghe đài không chỉ giúp bạn có được thông tin mang tính thời sự, đề tài đa dạng, kiến thức phổ thông hữu ích mà quan trọng là không bị hạn chế về trình độ.

Khi vào những trang luyện thi hay được “gọt giũa” cho đối tượng sinh viên nước ngoài, các bài nghe thường cũng dễ hơn, sử dụng nhiều từ vựng đơn giản hơn. Trong khi đó, các bản tin của đài truyền hình, truyền thông quốc tế lại không giới hạn vào đối tượng này mà dành cho cả những người bản xứ, nên dĩ nhiên cũng khó hơn cho bạn. Nhưng học tiếng Anh là phải vậy, bạn đâu thể giỏi hơn lên nếu chỉ quanh quẩn “Hello – How are you – I’m fine, thank you, and you?” phải không?

Một số trang mà bạn nên theo dõi:

Wednesday, January 21, 2015

Watch a film, learn some English: Love at the first hiccup

You can watch it here. Turn the English subtitles on, if needs be.

Plot Summary

  • LOVE AT FIRST HICCUP is a charming, innocent, and intelligent romantic comedy about the freshman Victor who has contracted a case of Anya-itis (acute and incurable love-passion for high school senior Anya). And why shouldn't he? She is beautiful and popular. Rich but incredibly sweet with a rare innocence. In other words: Way out of Victor's league. Unfortunately Anya also dates a rich guy, Peter, who drives a fancy lotus and has a stuffed Gucci wallet. However chance meetings riddled with awkward hiccups soon makes sparks fly between Anya and Victor. Maybe Victor's shy and goofy charm can beat out Peters arrogance?
    - Written by Regner Grasten
  • A high school romantic comedy about freshman Victor who has contracted a case of Anya-itis, (acute and incurable love passion for high school senior Anja.) And why shouldn't he?
    - Written by Anonymous 


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