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.
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