Contrastive Error Analysis Theory
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article includes a list of references, related reading or external links, but its sources remain unclear because it lacks inline citations. Please help to improve error analysis and contrastive analysis pdf this article by introducing more precise citations. (February 2013) (Learn how
Contrastive Linguistics And Error Analysis
and when to remove this template message) Contrastive analysis is the systematic study of a pair contrastive analysis and error analysis ppt of languages with a view to identifying their structural differences and similarities. Historically it has been used to establish language genealogies. Contents 1 Contrastive Analysis and Second Language
Contrastive Analysis Vs Error Analysis
Acquisition 1.1 History 1.2 Criticism 1.3 Latest Trend of Contrastive Analysis 1.4 Applications 2 See also 3 References Contrastive Analysis and Second Language Acquisition[edit] Contrastive Analysis was used extensively in the field of Second Language Acquisition (SLA) in the 1960s and early 1970s, as a method of explaining why some features of a target language differences between contrastive analysis and error analysis were more difficult to acquire than others. According to the behaviourist theories prevailing at the time, language learning was a question of habit formation, and this could be reinforced or impeded by existing habits. Therefore, the difficulty in mastering certain structures in a second language (L2) depended on the difference between the learners' mother language (L1) and the language they were trying to learn. History[edit] The theoretical foundations for what became known as the Contrastive Analysis Hypothesis were formulated in Robert Lado's Linguistics Across Cultures (1957). In this book, Lado claimed that "those elements which are similar to [the learner's] native language will be simple for him, and those elements that are different will be difficult". While it was not a novel suggestion, Lado was the first to provide a comprehensive theoretical treatment and to suggest a systematic set of technical procedures for the contrastive study of languages. That involved describing the languages (using structuralist linguistics), comparing them and predicting learning difficulties. During
learner. They include: language transfer, intralingual interference, sociolinguistic situation, modality, age, approximative system, hierarchy of difficulties. Although a number of variables affect learner's performance, one
Contrastive Analysis Theory
of the principal factors is a specific type of mental organization a learner
Compare And Contrast The Contrastive Analysis And Error Analysis
possesses (reflected in the specific learning style of a particular learner), which causes him to use a set of contrastive analysis and error analysis by mohammad hossein keshavarz processing strategies to produce utterances in a language. Contrastive analysis and Error Analysis have been regarded as main pillars in the domain of second or foreign language acquisition. Contrastive https://en.wikipedia.org/wiki/Contrastive_analysis Analysis of two languages in question: L1 and L2, pointing at the specific features of each language system (in its major areas: phonology, morphology, lexicology, syntax, text analysis) helps in the process of anticipation of possible difficulties with the L2 learners. A part of the difficulties can be attributed to the mother tongue (first language) interference. With the knowledge about the kinds http://wa.amu.edu.pl/plm_old/2003/abs_kardaleska.htm and degree of differences between languages on a number of linguistic levels from phonetics to stylistics, CL has contributed a lot to the general methodology and theory of language teaching. Applied Contrastive Linguistics has concerned itself with error-prediction. Error analysis by observation and analysis of the most frequent patterns in use of L2 helps in creating a systematic and orderly list of problems that require special consideration having into account not only the data from the contrastive analysis but also all the above listed factors in the language learning process. Nevertheless, my view is that the results from Contrastive Analysis and Error Analysis would be incomplete without awareness of the deep level of semantic categories. These categories reflect the way in which speakers conceptualise the world around them. In fact, these categories are essential for the linguistic means used to express them. Different languages and their grammars may be regarded as autonomous, but when it comes to Semantics it seems that it is the core of the languages and a common or universal basis that they share, regardless of the differences in their grammars.
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