Correction

Sorry, (1) ia incorrect. (2) is correct.
(1) Who do you think is the best math teacher is?
(2) Who do you think is the best math teacher?

Yeah, I WAS starting wonder about your
'intuition of the native speaker'!

〉Sorry, (1) ia incorrect. (2) is correct.
〉(1) Who do you think is the best math teacher is?
〉(2) Who do you think is the best math teacher?

〉Yeah, I WAS starting wonder about your
〉'intuition of the native speaker'!

〉〉Sorry, (1) ia incorrect. (2) is correct.
〉〉(1) Who do you think is the best math teacher is?
〉〉(2) Who do you think is the best math teacher?

No! You(?) have made more incorrect sentences.

Correct them all, before you write again!

Maybe I should start doubting your(?) intuition after all!!

〉No! You(?) have made more incorrect sentences.
〉Correct them all, before you write again!
〉Maybe I should start doubting your(?) intuition after all!!

〉No! You(?) have made more incorrect sentences.
〉Correct them all, before you write again!
〉Maybe I should start doubting your(?) intuition after all!!

Oh, what an authoritarian way of speaking!
The acceptability judgments presented here are based on the judgment by several English native speakers, including a Ph.D., so I’m very positive that the acceptability judgments are quite reliable.

In response to your egregious comments, I had to say that though your use of English idioms is superb, your vocabulary and structure is far from those of highly intelligent professors.

Please keep in mind that our discussions in English here would be fruitful, in spite of some minor errors in our English writing. Don’ you know too much emphasis on studens’ mistakes would not lead them to improve their English?

Since I’m going to be very busy this week, I’m afraid I will be unable to respond to your comments quickly, but I hope other teachers, including Mr. Furukawa and Maria-san will be kind enough to join our English discussion.

〉Since I’m going to be very busy this week, I’m afraid I will be unable to respond to your comments quickly, but I hope other teachers, including Mr. Furukawa and Maria-san will be kind enough to join our English discussion.

Don't you know you're very provocative,
do you? YOU did ask first then you say an excuse
of gonna very busy this week.
Do you think if we set up this BBS to kill time
or so? Mr Furukawa is the president of SEG, you know,
Ms kawate & I are married with children, she is a doctor,
I'm the president of the company.
I wouldn't like to discuss grammatical issue
wiith you because I prefer to use my little time
for writing the "Book Reiew" page.

〉 Don't you know you're very provocative,
〉do you? YOU did ask first then you say an excuse
〉of gonna very busy this week.

Sorry for making you feel rather uncomfortable.
But, to me, your comment that I'm very provocative sounds too direct and, therefore, impolite. A more polite person would say, “You comments sounds a bit provocative.”

〉 Do you think if we set up this BBS to kill time
〉or so? Mr Furukawa is the president of SEG, you know,

NOT if BUT that, grammatically, sorry to say.

I don’t think it’s effective for teachers to correct students’ minor grammatical mistakes.
However, the above mistake you made is too egregious.

Yes, I know. I should call him Dr.Furukawa because he is a doctor of sciences in mathematics, isn’t he?
I used several math books written by Dr.Furukawa when I was a high school student.
Especially, "MAETH FOR UNIVERSITIES".

〉 I wouldn't like to discuss grammatical issue
〉wiith you because I prefer to use my little time
〉for writing the "Book Reiew" page.

You mean, you don’t want to spend your time writing the Book Reiew" page, right?
I don’t try to discuss grammatical issues simply. I wanna talk about issues regarding SLA.

I’m a university student majoring economics. May I ask you your profession?
I guess you are an English teacher having the degree of English teaching, e.g. TESOL.

〉Sorry for making you feel rather uncomfortable.
〉But, to me, your comment that I'm very provocative sounds too direct and, therefore, impolite. A more polite person would say, “You comments sounds a bit provocative.”

I agree with you and feel happy knowing
you have a sensitive awareness of English.
Many Japanese don't feel the sentences I wrote
" too direct and impolite". I think this is
a more serious matter than grammatic problem.

〉I’m a university student majoring economics. May I ask you your profession?

Go http://www.seg.co.jp/sss/material/index.html

〉Oh, what an authoritarian way of speaking!

ふざけて書いていることが分からなかったということですね。

〉In response to your egregious comments, I had to say that though your use of English idioms is superb, your vocabulary and structure is far from those of highly intelligent professors.

intelligent の意味を間違ってませんか？
intellectual と言いたかったのでしょうね。
むかし中曽根首相がこれでアメリカから大反発をくらった
ことがありました。

この「論争？」を運悪く開いてしまった人がちょっとは
のぞいてよかったと思えるように付け加えておきます。
intelligent は教育程度とはなんの関係もないことばですね。
生まれつきの理解力があるか、ないかという・・・
だからintelligentは「頭がいい」というのに近い。

ところで上の英文の意図するところは「むずかしい単語を
使えない」という意味でしょうから、生まれつきの理解力の
話をしているとは思えない。やっぱり intellectual と
書くべきだったというわけです。

ふたたびところで・・・
そういう違いを分かるようになるには・・・
やはりたくさん読むことだと思われます。

〉Since I’m going to be very busy this week, I’m afraid I will be unable to respond to your comments quickly, but I hope other teachers, including Mr. Furukawa and Maria-san will be kind enough to join our English discussion.

なぜ「ぶくは忙しいので、古川さんとまりあさんが
くわわるとうれしい」のだろう？　

but でつなぐ意味がないのです。

これもちょっと英語の講義をしてしまいます。こんな「論争」
ではなく、多読に関心のある人がこの書き込みを読んだら、
しらけてしまうと思うので、そのお詫びに。

日本語特有の「ぼくは１週間ほどいそがしいのですが、ほかの
方が返答してくれることを願っています」という「ですが」の
使い方ですね。「ですが」は微妙に主題をずらせるすばらしい
言い回しで、日本語では当然使っていいのだけれど、上の英作
文のように、それをそのままbutにしてしまうと、英語に
ならなくなります。英語のbutは直接対立する事柄でなければ、
つなげないのです。

>That is precisely where this site
>is all about, isn't it?
“Where” should be “what”

〉〉In response to your egregious comments, I had to say that though your use of English idioms is superb, your vocabulary and structure is far from those of highly intelligent professors.

〉intelligent の意味を間違ってませんか？
〉intellectual と言いたかったのでしょうね。
〉むかし中曽根首相がこれでアメリカから大反発をくらった
〉ことがありました。

〉この「論争？」を運悪く開いてしまった人がちょっとは
〉のぞいてよかったと思えるように付け加えておきます。
〉intelligent は教育程度とはなんの関係もないことばですね。
〉生まれつきの理解力があるか、ないかという・・・
〉だからintelligentは「頭がいい」というのに近い。

I know. I have met various kinds of “intelligent teachers”, all of whom are more intelligent than you are.

〉ところで上の英文の意図するところは「むずかしい単語を
〉使えない」という意味でしょうから、生まれつきの理解力の
〉話をしているとは思えない。やっぱり intellectual と
〉書くべきだったというわけです。

A person’s writing sometimes represents the person’s intelligence.

〉〉Since I’m going to be very busy this week, I’m afraid I will be unable to respond to your comments quickly, but I hope other teachers, including Mr. Furukawa and Maria-san will be kind enough to join our English discussion.

〉なぜ「ぶくは忙しいので、古川さんとまりあさんが
〉くわわるとうれしい」のだろう？　

>日本語特有の「ぼくは１週間ほどいそがしいのですが、ほかの
>方が返答してくれることを願っています」

I didn't mean it. Your understanding of English seems to be as insufficient as your ability to write in English.

but でつなぐ意味がないのです。

Don’t be so pedagogical! I don’t expect you to be pedagogical at all.
Anyway, this clearly indicates that you are poor at writing in English.
Bye!

〉Maybe I should start doubting your(?) intuition after all!!

"Start doubting..." should be "start to doubt".
I started to doubt you are a university professor.