2. WHAT IS IT?...
It is the systematic study of a pair of
languages with a view to identifying their
structural differences and similarities.
Historically it has been used to establish
language genealogies.
3. Contrastive Analysis and Second
Language Acquisition
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 were
more difficult to acquire than others. According to the behaviorist
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.
4. History
The theoretical foundations for what became known as the
Contrastive Analysis Hypothesis were formulated in 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 this 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. This involved
describing the languages (using structuralist
linguistics), comparing them and predicting learning difficulties.
5. History
During the 1960s, there was a widespread enthusiasm with this
technique, manifested in the contrastive descriptions of several
European languages, many of which were sponsored by the
Center of Applied Linguistics in Washington, DC. It was expected
that once the areas of potential difficulty had been mapped out
through Contrastive Analysis, it would be possible to design
language courses more efficiently. Contrastive Analysis, along
with Behaviorism and Structuralism exerted a profound effect on
SLA curriculum design and language teacher education, and
provided the theoretical pillars of Audio-Lingual Method.
6. Criticism
In its strongest formulation, the Contrastive
Analysis Hypothesis claimed that all the errors
made in learning the L2 could be attributed to
'interference' by the L1. However, this claim
could not be sustained by empirical evidence that
was accumulated in the mid- and late 1970s.
7. Criticism
It was soon pointed out that many errors predicted
by Contrastive Analysis were inexplicably not
observed in learners' language. Even more
confusingly, some uniform errors were made by
learners irrespective of their L1. It thus became clear
that Contrastive Analysis could not predict all learning
difficulties, but was certainly useful in the
retrospective explanation of errors.
8. Error analysis
Pit Corder (1967) The significance of learner‘s
errors.
• L2 acquisition should not be looked at
from a
purely pedagogical perspective.
• Errors in L2 are interesting because they
reflect underlying linguistic rules.
• The study of L2 can be seen as a
subfield of general linguistics or
cognitive science.
9. Error analysis
Contrastive analysis Error analysis
Pedagogical orientation Scientific orientation
Focus on linguistic and
Focus on input, practice, cognitive processes
inductive learning
Errors of transfer Multiple types of errors
10. Interlanguage
Larry Selinker (1972): A second language is
not an imperfect copy of the target language
but a rule-governed linguist system in its own
right.
11. Rod Ellis
(1990):
• A learner’s interlanguage is a linguistic system.
• A learner’s interlanguage consists primarily of
implicit linguistic knowledge.
• A learner’s interlanguage is permeable.
• A learner’s interlanguage is transitional.
• A learner’s interlanguage is variable.
• A learner’s interlanguage is the product of
multiple interacting forces: transfer, general learning
mechanisms, input.
• A learner’s interlanguage may fossilize.
12. Interlingual vs. Intralingual
There are two types of interferences with second
language aquisition.
Intralingual has more to
Interlingual is the effect do with proper usage of
of language forms when grammar. Intralingual
two languages cross or usually occurs once a
overlap. It involves with large portion of the
accurate pronunciation second language has been
or proper way of acquired. This is where
describing something. they start making
For example, instead of mistakes of the English
"Jackbook" someone language that is not
may say "the book of explicitly taught, such as,
Jack." irregular verbs and the
correct or incorrect usage
of articles.
