Tema 3 Contrastive Analysis (1)

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    CONTRASTIVE ANALYSIS

    INTERLANGUAGE

    ERROR ANALYSIS

    Fernando Rubio

    Universidad de Huelva

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    Questions

    Do you usually have errors when you speak the FL? Is Spanish very different from English? Is is good to correct when someone learns a language? Does error correction lead to greater language

    achievement? Should feedback be a reward or a reinforcement? How did your teacher use to correct orally? And your written work? How would you like to be corrected? When should learner errors be corrected? Which errors should be corrected? Who should do the correcting?

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    CAH

    L1 and L2 are learned by the same habitformation process

    The two components of language learningwere:

    Mimicry: simple habit formation throughreinforcement

    Analogy: complex habit formation throughextension of mimicked forms to new situation

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    CAH contd

    Researchers working in CA saw two typesof transfer:

    Positive transfer: similar structures facilitatelearning. L1 habits can successfully be usedin the L2.

    Negative transfer: Interference from the L1.

    L1 habits will cause errors in the L2.

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    CAH contd

    6 basic pedagogical assumptions of theCAH:

    1) Learning a new language involvesestablishing a new set of language habits.

    2) The major source of error in the productionand/or reception of a second language is the

    native language.3) One can account for errors by considering

    the differences between the L1 and L2.

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    CAH contd

    4) A corollary to item 3 is that the greater thedifferences, the more errors will occur.

    5) What one has to do in learning an L2 is learn

    the differences. Similarities can safely beignored, as no new learning must occur.

    6) Difficulty and ease in learning are determinedrespectively by differences and similaritiesbetween the two languages.

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    CAH: Problems

    Predictions of the CAH were not borne out inpractice

    Learners made errors that couldnt be traced to eitherthe L1 or the L2: *He comed yesterday.

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    CAH contd

    Eventually two versions of CA emerged:

    Strong/Predictive

    Weak/Explanatory

    The weak version attempted to explainlearners errors by ascribing them NL/TLdifferences.

    This field eventually became known as

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    Error Analysis

    Provided a broader range of explanations forerrors:

    Interference from the NL: Interlingual

    We just enjoyed to move and to play. (L1 French) Developmental: Intralingual

    He comed yesterday.

    Some errors seemed to be systematic across all

    learners: classified as developmental. Error/Mistake dichotomy.