id: dmm-2026-07-07-south-africa-tests-bilingual

DMM (南アフリカ在住コンサル講師) — 全文逐語: 月曜dread / 海外での起業と人脈作り / DMM生徒論(韓国=規律的 vs 日本=好奇心) / テスト論(TOEIC=ゲーム化・英検・IELTS) / 完璧なバイリンガルは存在するか

2026-07-07講師: 南アフリカ在住の講師 (コンサル業・DMM歴長い)25 分55 ターン

ENGAGED v2「受けて掘る」型。逸話ランブルの崩れと he/she 代名詞混同(新#20)を検死に記録。

トレーニングモード (生徒の原文を隠す)

今表示中のチャンク全部を /english/training に登録。
あとで一覧画面で要らないものを削除する運用。

生徒 27 / 講師 28 ・ NATIVE化 26/27 ・ ENGAGED化 26/27 ・ chunk = 3文ずつ

NATIVE

俺の表現の修正

自然な native 口語 + 一言しゃれた表現。明日の自分が言えるべきレベル。

ENGAGED

本物の会話の深さ

punchline じゃない。逆質問・vulnerability・具体的 observation・pushback。本気で engaged な native conversationalist が同じトピックでどう返すか。

TEACHER

講師の native 表現

講師は本物の native。各 chunk をそのまま素材として登録 = pure native input。

振り返りレポート

脳内の意図 ↔ 口から出た英語の乖離。短SVOで連射しろ。

バグ図鑑（横断ウォッチ）→

テスト論・バイリンガル論の抽象回。今日の勝ちは『聞き役に回れた』こと本人も自覚(usually I ramble→今日は stepped back)。語彙・イディオムは上級(hump day / TGIF / step outside your comfort zone / people person / game it / get the hang of it / regional test / second language / culture shock / no such thing as perfect bilingual)。課題は逸話に入る時の崩れと he/she 代名詞混同(新#20)。ENGAGEDは「受けて掘る」型で、先生のコンサル体験・生徒論・テスト評を一段深掘りする見本を配置。

致命的乖離 — 思考をダウングレードして短SVO連射

IELTSのYouTube動画の話。「インド生まれの韓国人がインドは英語圏で英語教育も受けてるのに、良い話者だと証明するためにテストを受けた」と伝えたい場面

崩壊“he was native, you know, native Korean, a Korean, you know, Asian looking Korean guy born in India... he been through the formal English education, like you, and still, somehow, I don't know why, but he took a test to prove that he's a good English speaker”

意図その満点の受験者はインド生まれの韓国系で、英語圏で英語教育を受けて育ったのに、それでも良い英語話者だと証明するためにテストを受けていた。

タップで登録

バイリンガルYouTuberの女性の説明。「アメリカ生まれ・シカゴ大卒の英語ネイティブだが、日本語コミュニティで育ったので日本語も完璧、でも新聞は苦手」を伝えたい場面

崩壊“she was, she he grew up, he she, sorry, she studied, she was in a Japanese communities or Japanese surrounding throughout the her development stage... nobody guess she's from America”

意図彼女はアメリカ生まれで英語ネイティブだが、育つ過程をずっと日本語環境で過ごしたので日本語も完璧で、誰も彼女をアメリカ出身だと思わない。

タップで登録

テストへの自分のスタンス。「英検とTOEICを受けるが、なぜ英語をやってるのか自分でも不明瞭。テストは嫌いだが動機付けと客観指標にはなる」を一息で言う場面

崩壊“why I'm here on DMM is a little bit complicated, convoluted... I'm very, not clear about what am I doing in English, at this point. And I'm not, I don't like tests, usually. But tests are a good motivation and really good indicator that you what where you are”

意図自分がなぜ英語をやっているのか今も不明瞭。テストは嫌いだが、動機付けになるし自分の今の実力を客観的に測る良い指標にはなる。

タップで登録

繰り返し文法バグ（記録と照合・再発を追跡）

be動詞落ち。受動の「生まれる」は was born再発 #10

he born in America / she born in America→He was born in America. / She was born in America.

be + will の助動詞二重再発 #10

I'm also will take TOEIC test→I'll also take the TOEIC test.

三単現の -s 落ち (nobody は単数扱い)再発 #2

nobody guess she's from America→Nobody guesses she's from America.

語選びの直訳ズレ + 冠詞。言いたいのは「英語ネイティブ」。Native American は「アメリカ先住民」の意味になる再発 #13

he's Native American speaker→He's a native English speaker.

代名詞 he/she の混同。日本語に性別代名詞が無いことに由来する新パターン再発 #20

she he grew up, he she, sorry, she→話す前に主語の性を1回決めて固定する。She grew up... で通す。

ネイティブらしくない癖（would 回避・over-hedge 等）

癖先生の見解への受けが薄いまま自分の長い物語に入る。IELTS動画・バイリンガルYouTuberなど、convoluted な逸話を一息で語り出して文が崩れる(本人も「usually I just ramble」と自覚)

native逸話の前に受けと予告を1文: That reminds me of something. / Here's a case that breaks your rule.

声帯ドリル物語を始める前に「1文で要点 → 詳細」の順で。要点: A bilingual YouTuber sounds fully native — until she reads a newspaper. まず結論、それから物語。

癖質問や意見の前置きに過剰なヘッジ (I'm not serious but / can I beef about / sorry, I'm kind of asking / I don't know why)。今日は聞き役に回れた点は成長

native率直に切り込む: Can I push back on that? / Here's my honest question.

声帯ドリルヘッジを1つだけ許可、それ以上は削る。「聞いていい?」は Can I ask you something? の1回で十分。

#1
講師
TEACHER講師の native 表現chunk 1/1
Hello
#2
生徒 (とにお)
Hi. Yes, I'm fine. How are you?
ネイティブ版未登録
#3
講師
TEACHER講師の native 表現chunk 1/1
I'm very well. So how is your day?
#4
生徒 (とにお)
A bit tired. And as always, sorry for no camera.
NATIVE俺の表現の修正chunk 1/1
A bit tired. And sorry about the camera being off again.
ENGAGED本物の会話の深さchunk 1/1
Tired on a Tuesday already — that's a bad sign for the week. What drained you, work or the weekend?
#5
講師
TEACHER講師の native 表現chunk 1/1
No, it's fine, it's fine.
#6
生徒 (とにお)
Yeah, tiring Monday. But today is Tuesday, right? So more days to go.
NATIVE俺の表現の修正chunk 1/1
It was a tiring Monday. But today's Tuesday, so I've still got days to go.
ENGAGED本物の会話の深さchunk 1/1
Monday's behind me but the week is still uphill. Does the tiredness ease by Wednesday for you, or build?
#7
講師
TEACHER講師の native 表現chunk 1/1
Mmhmm. Sometimes we have to count down. Funny, yes.
#8
生徒 (とにお)
Monday is dreading, Wednesday is a hump day they say, and sliding down to Thursday and Friday, TGIF. That's the weekly routine for everyone. Do you do the same kind of schedule on DMM as a teacher?
NATIVE俺の表現の修正chunk 1/1
Monday you dread, Wednesday is hump day, then you slide down to Thursday and Friday — TGIF. That's everyone's weekly rhythm. Does teaching on DMM follow the same shape for you?
ENGAGED本物の会話の深さchunk 1/1
So the whole week is just gravity — dread at the top, TGIF at the bottom. Does being your own boss break that cycle, or does Monday still hit?
#9
講師
TEACHER講師の native 表現chunk 1/2
I think Monday is always my hard day. Monday is the worst day for me. Once Monday is over, I always feel better.
TEACHER講師の native 表現chunk 2/2
So I don't really have a hump day in the middle. Usually just Monday.
#10
生徒 (とにお)
Why is Monday busy? What happens on Monday?
NATIVE俺の表現の修正chunk 1/1
Why is Monday the hard one? What actually happens then?
ENGAGED本物の会話の深さchunk 1/1
So it's not the workload, it's the reentry. What's the first thing you make yourself do to get over it?
#11
講師
TEACHER講師の native 表現chunk 1/1
No, nothing specific. Monday morning is just not a time of the day I feel terribly enthusiastic about life, should we say.
#12
生徒 (とにお)
But you have weekends, right? Most people feel Sunday night is the dread.
NATIVE俺の表現の修正chunk 1/1
But you get your weekends, right? Most people say the dread actually hits on Sunday night.
ENGAGED本物の会話の深さchunk 1/1
Interesting — most people front-load the dread onto Sunday night. You wait and take it all on Monday instead. Which is worse, anticipating it or living it?
#13
講師
TEACHER講師の native 表現chunk 1/1
Yes, a lot of people feel that. I don't feel that so much. The dread comes on the Monday, not on the Sunday.
#14
生徒 (とにお)
So is DMM not your primary job? Can I ask what else you do besides DMM?
NATIVE俺の表現の修正chunk 1/1
So DMM isn't your main job? Can I ask what else you do?
ENGAGED本物の会話の深さchunk 1/1
You clearly do more than this — teaching feels like your side, not your center. What's the main thing?
#15
講師
TEACHER講師の native 表現chunk 1/1
I do consulting work.
#16
生徒 (とにお)
Ah, consulting. I remember you said the first reason you came to South Africa was for consulting. So you continue to do it?
NATIVE俺の表現の修正chunk 1/1
Consulting — right, you said that's what first brought you to South Africa. Are you still doing it?
ENGAGED本物の会話の深さchunk 1/1
So consulting is the through-line of your whole move. Did you pick South Africa, or did the work pick it for you?
#17
講師
TEACHER講師の native 表現chunk 1/1
Yeah, when I came to South Africa, that was with a company. Now I have my own small business. So that's the big difference.
#18
生徒 (とにお)
Ah, so you switched. You quit the formal job and started your own business, a startup kind of thing.
NATIVE俺の表現の修正chunk 1/1
So you made the jump — left the salaried job and started your own business.
ENGAGED本物の会話の深さchunk 1/1
So you traded the company's safety for your own name on the door. What finally pushed you to quit?
#19
講師
TEACHER講師の native 表現chunk 1/1
Yeah, exactly.
#20
生徒 (とにお)
So you had to build a relationship before you quit the formal job. When you first moved there was no connection — the company just sent you. So you had to create a network yourself.
NATIVE俺の表現の修正chunk 1/1
So you had to build the relationships before quitting. At first there was no network — the company just sent you, so you built one from scratch.
ENGAGED本物の会話の深さchunk 1/1
So you spent the salaried years quietly building the network you'd need to leave. Was that the plan from the start, or did it just happen?
#21
講師
TEACHER講師の native 表現chunk 1/1
Yes, exactly. Build up a network, should we say.
#22
生徒 (とにお)
How did you do that? Sorry, I'm so curious — how did you establish yourself in a foreign country like South Africa?
NATIVE俺の表現の修正chunk 1/1
How did you actually do it? I'm curious how you established yourself in a foreign country like South Africa.
ENGAGED本物の会話の深さchunk 1/1
Landing in a country where nobody knows you and leaving with your own business — that's the hard part. What was the very first move?
#23
講師
TEACHER講師の native 表現chunk 1/1
Look, just be willing to meet new people. A lot of people are just nervous to meet new people. So you've got to step outside of your comfort zone and say hello.
#24
生徒 (とにお)
But I guess you're a people person. You come across as a very nice, soft person, so DMM students like you. You're naturally talented at communicating.
NATIVE俺の表現の修正chunk 1/1
But you're a people person — you come across as warm and easy, which is why students like you. You're a natural at connecting.
ENGAGED本物の会話の深さchunk 1/1
So for you the hello is cheap — you're wired for it. For an introvert the hello is the whole mountain. Was it ever hard for you, or always easy?
#25
講師
TEACHER講師の native 表現chunk 1/1
It's not so easy to meet new people, but you just have to be willing to try. That's the most important part.
#26
生徒 (とにお)
Yeah, I can't do that. I'm an introvert, not an extrovert. So it's a bit difficult to handle.
NATIVE俺の表現の修正chunk 1/1
I struggle with that. I'm an introvert, not an extrovert, so it's hard for me.
ENGAGED本物の会話の深さchunk 1/1
So you say the barrier is just willingness — but for an introvert the willingness itself is what runs out. Can that be trained, or are some people just stuck?
#27
講師
TEACHER講師の native 表現chunk 1/1
I understand. I'm both, but I'm fine with it.
#28
生徒 (とにお)
But I'm surprised, because you DMM teachers have to meet students who just book you without your consent. You deal with them for the first time. What's your key to handling people you've never met?
NATIVE俺の表現の修正chunk 1/1
It surprises me — you teachers get booked by strangers with no say, and you deal with each one cold. What's your key to handling a first-timer?
ENGAGED本物の会話の深さchunk 1/1
So every booking is a blind date you didn't agree to. In the first few minutes, what are you actually reading off the person?
#29
講師
TEACHER講師の native 表現chunk 1/1
I think you've got to figure out what type of person you're dealing with — whether they want to talk, or whether they're very serious and just want to study. The important thing is learning very quickly, within a few minutes, what they want. And that's the hard part.
#30
生徒 (とにお)
1/2Interesting. You've been on DMM for many years. By and large, what percentage of students are serious?
2/2What's your overview of DMM students?
NATIVE俺の表現の修正chunk 1/1
Interesting. After all your years on DMM, roughly what share of students are serious? What's your read on them overall?
ENGAGED本物の会話の深さchunk 1/1
So you triage everyone in the first two minutes. After years of that, what's your honest split — how many actually come to learn versus to talk?
#31
講師
TEACHER講師の native 表現chunk 1/2
It depends. I think Korean students tend to be a lot more serious than Japanese students. They're often quite regimented.
TEACHER講師の native 表現chunk 2/2
Their idea of studying is studying — less importance on conversation, more on reading and learning. Of the Japanese students, maybe a third are serious, a third are talkative, and a third are in between. But I find Japanese students more inquisitive, more curious about different cultures.
#32
生徒 (とにお)
Oh, interesting. Preparing for what — some kind of exam?
NATIVE俺の表現の修正chunk 1/1
Interesting. Regimented toward what — preparing for an exam?
ENGAGED本物の会話の深さchunk 1/1
So Koreans are focused but incurious, Japanese curious but scattered. Which type actually improves faster in the end?
#33
講師
TEACHER講師の native 表現chunk 1/1
It depends. Kids who are still at school tend to be much more formulaic — they go through all the materials top to bottom.
#34
生徒 (とにお)
1/3I'm 34, in my 30s. Why I'm here on DMM is a bit complicated, convoluted. But I'll take an Eiken exam in October, and a TOEIC test too, maybe next month.
2/3Honestly I'm not clear about what I'm doing in English right now. I don't like tests, but tests are good motivation and a good indicator of where you are. They measure your level objectively.
3/3What do you think?
NATIVE俺の表現の修正chunk 1/2
I'm 34. Why I'm on DMM is convoluted, but I'm taking Eiken in October and TOEIC maybe next month. I'm honestly not sure what I'm doing in English right now.
NATIVE俺の表現の修正chunk 2/2
I dislike tests, but they're good motivation and an objective gauge of your level. What's your take?
ENGAGED本物の会話の深さchunk 1/1
You've watched hundreds of test-driven students. I'm about to become one out of confusion, not conviction. Be honest — does a test score actually tell me where I am, or just how well I test?
#35
講師
TEACHER講師の native 表現chunk 1/1
It's a decent assessment. I'm not sure if it's a great one, but it's reasonable, I would say.
#36
生徒 (とにお)
Reasonable. Why the hedge — from what perspective is it only reasonable?
NATIVE俺の表現の修正chunk 1/1
Only reasonable — why the reservation? From what angle does it fall short?
ENGAGED本物の会話の深さchunk 1/1
You said 'reasonable' with a pause, which means 'no. ' What does the test measure that you'd throw out, and what does it miss?
#37
講師
TEACHER講師の native 表現chunk 1/1
The problem is, some tests test a lot more grammar and vocabulary and certain things that aren't always reflective of someone's ability to communicate.
#38
生徒 (とにお)
1/2For example, TOEIC isn't good if you're serious about communicating and knowing where you really are. It's so specific, so focused on one aspect of grammar — it's almost like a game. 990 is the max, you want a higher score, and if you take it multiple times the score goes up inevitably, because it's the same banal content: boring business emails and texts.
2/2You can game it, get the hang of it.
NATIVE俺の表現の修正chunk 1/2
TOEIC isn't much use if you actually care about communicating. It's narrow and grammar-focused — almost a game. 990 is the ceiling, and repeat it enough and your score climbs, because it's the same banal business emails every time.
NATIVE俺の表現の修正chunk 2/2
You can game it once you get the hang of it.
ENGAGED本物の会話の深さchunk 1/1
So TOEIC isn't a measure, it's a game you can grind. Then here's the trap — if I'm about to grind it too, am I improving my English or just my TOEIC?
#39
講師
TEACHER講師の native 表現chunk 1/1
Like any test, there's a lot of test prep. And to a certain extent with IELTS or the speaking ones too.
#40
生徒 (とにお)
1/3IELTS and TOEFL are for more serious people — if you want to study abroad. Not TOEIC or Eiken. TOEIC is only Japanese and Korean, very regional.
2/3But IELTS is worldwide, scored 1 to 9. I watched a YouTube demo — maybe official — showing 'speak like this, you get 7; like this, you get 9. ' The perfect-9 student was a Korean guy born in India.
3/3So India is English-speaking, he went through formal English education, and yet he still had to take a test to prove he's a good speaker.
NATIVE俺の表現の修正chunk 1/2
IELTS and TOEFL are for serious people aiming to study abroad — not TOEIC or Eiken. TOEIC is regional, mostly Japan and Korea, while IELTS is global, scored 1 to 9. I saw a YouTube demo of a perfect 9: a Korean guy born in India.
NATIVE俺の表現の修正chunk 2/2
English-educated his whole life, and he still had to sit a test to prove it.
ENGAGED本物の会話の深さchunk 1/1
So the system made a lifelong English speaker prove it with a number. That's the part that gets me — the test doesn't trust the person, only the score.
#41
講師
TEACHER講師の native 表現chunk 1/1
If you want to go study in England or the US and you come from India, even if you speak English fluently, you'll have to take the test. It's not a first language.
#42
生徒 (とにお)
Ah, just a necessity, not a real measure. In that sense, yeah.
NATIVE俺の表現の修正chunk 1/1
Ah, so it's a formality, not a true measure of him. In that sense it makes sense.
ENGAGED本物の会話の深さchunk 1/1
So the test isn't about him at all — it's the institution covering itself. A gate, not a mirror.
#43
講師
TEACHER講師の native 表現chunk 1/1
Mostly these people are still second-language English, even if fluent. But I get what you're saying.
#44
生徒 (とにお)
But if you're bilingual — where first and second language is debatable — that's different. Are you bilingual?
NATIVE俺の表現の修正chunk 1/1
But for a true bilingual, where 'first' versus 'second' is genuinely blurry, it's different. Are you bilingual yourself?
ENGAGED本物の会話の深さchunk 1/1
You keep saying 'second language' as if the line is clean. But what about people where the line genuinely blurs? Where do you fall — are you one of them?
#45
講師
TEACHER講師の native 表現chunk 1/1
Not fully.
#46
生徒 (とにお)
1/2Not fully, yeah. But some people — I know a guy born in America, a native English speaker, but also Japanese-native. I can hear who's native or slightly awkward, and he's fully native in both.
2/2We call them bilinguals. It depends, but sometimes perfect bilinguals do happen.
NATIVE俺の表現の修正chunk 1/2
Not fully, right. But I know a man born in America, native in English yet also native in Japanese. I can tell native from slightly-off, and he's the real thing in both.
NATIVE俺の表現の修正chunk 2/2
We call that bilingual — and sometimes it genuinely happens.
ENGAGED本物の会話の深さchunk 1/1
You say 'not fully,' which tells me you believe in the ceiling. I've met someone who seems to break it. So is the perfect bilingual real, or am I just failing to hear the seams?
#47
講師
TEACHER講師の native 表現chunk 1/1
You're always going to have a degree of vocabulary limitation in one of the languages. Generally you'd be considered fluent, but you'd probably have a weaker side. Probably once he leaves school, he'd lean English, because his chances to speak Japanese get fewer the older he gets.
#48
生徒 (とにお)
1/2There's a famous YouTube personality, a lady fluent in English and Japanese. She was born in America and graduated from Chicago University — a native English speaker. But she grew up surrounded by Japanese communities all through her development, so her Japanese is perfect.
2/2Nobody guesses she's from America. Still, when she moved to Japan after college she faced culture shock, and she was really terrible at reading Japanese newspapers.
NATIVE俺の表現の修正chunk 1/1
There's a well-known YouTuber, a woman fluent in both. Born in America, Chicago University, native in English — but raised inside Japanese communities, so her Japanese is flawless and nobody guesses she's American. Yet moving to Japan after college she hit culture shock, and she really struggled to read Japanese newspapers.
ENGAGED本物の会話の深さchunk 1/1
So her spoken Japanese passes completely, but the newspaper exposed her. That's the tell, isn't it — fluency lives in the mouth, but the gap hides in reading and writing.
#49
講師
TEACHER講師の native 表現chunk 1/1
She probably spoke a lot of Japanese but did very limited reading and writing. Japanese script is much more complicated — in other languages, if you can pronounce a word you can probably spell it. With kanji, you either recognize it or you don't.
#50
生徒 (とにお)
1/2Yes. So speaking, you can be fully fluent in both languages, but other categories — especially writing, the kanji — are different. We spend six to ten years, every day going to school, basically 10,000 hours put into it.
2/2It's a joke to say 10,000, but something like that.
NATIVE俺の表現の修正chunk 1/1
Right — speaking can be fully native in both, but the other skills, especially writing kanji, are a different story. We spend six to ten years in school on it, something like ten thousand hours.
ENGAGED本物の会話の深さchunk 1/1
So the mouth can be bilingual but the writing hand can't fake ten years of kanji drills. Maybe 'bilingual' should only ever mean spoken, and writing is a separate title.
#51
講師
TEACHER講師の native 表現chunk 1/1
Yeah, it's all languages, all about time. Bilingual people just happen to have two environments to use a language, so they get more hours in both compared to single-language people.
#52
生徒 (とにお)
Yeah, you have one life. So there's no such thing as a perfect bilingual, I guess.
NATIVE俺の表現の修正chunk 1/1
Right — you only get one life's worth of hours. So maybe there's no such thing as a perfect bilingual.
ENGAGED本物の会話の深さchunk 1/1
So it comes down to hours, and nobody gets enough for two whole languages. One life, split two ways — something always stays thin.
#53
講師
TEACHER講師の native 表現chunk 1/2
There's no such thing as the perfect English speaker either. However many hundreds of thousands of words there are, I know a lot — I'm probably in the top 5 to 1%. But there are lots of words I don't know.
TEACHER講師の native 表現chunk 2/2
So there's always a limitation somewhere.
#54
生徒 (とにお)
1/2Yeah, because you're intelligent, I know. Thank you, time's up. Today I saw your intelligence coming out.
2/2Usually I just ramble, because it's my only time to speak — but today I stepped back and heard your knowledgeable opinions. Thank you so much. Next time we'll talk about the next topic.
NATIVE俺の表現の修正chunk 1/2
Thank you — time's up. Today your intelligence really came through. Usually I just ramble because this is my only speaking time, but today I stepped back and listened to your take.
NATIVE俺の表現の修正chunk 2/2
Thanks, and let's pick a new topic next time.
ENGAGED本物の会話の深さchunk 1/1
So even in your top 1% there's always a word you don't own — that's oddly comforting. And notice: the one day I talked less, I learned more. Maybe that's my lesson, not the test.
#55
講師
TEACHER講師の native 表現chunk 1/2
No, a pleasure. Lovely to see you. I hope you have a less tired tomorrow.
TEACHER講師の native 表現chunk 2/2
Cheers.