Contrastive Analysis

Lecturer: Mr. Khương

Group 1

Topic : Contribution of CA for linguistics

Group members

1. Huỳnh Thị Ngọc Bích2. Trần Thị Ngọc Diệp3. Trần Thị Mỹ Dung4. Nguyễn Thị Mỹ

Huyền5. Đoàn Thị Hồn Loan6. Trần Thị Phương

Minh7. Cái Thị Cẩm Nhung8. Nguyễn Thị Kim

Ngân

9. Huỳnh Thị Mỹ Ngân10. Ngô Thị Ánh Ngọc11. Huỳnh Minh Kim

Quyên12. Dương Thúy Quỳnh13. La Thị Hồng Phấn14. Nguyễn Thị Minh

Tâm15. Nguyễn Phương

Thảo16. Nguyễn Thị Thanh

Vân

Topic: Contribution of CA for Linguistics

A. Kinds of CA

B. Contribution for Linguistics

2 kinds of CA

Theoretical CA:

Look for the realisation of a universal category in 2 languages(A&B)

Applied CA :

Look for how a universal category X realised in language A is render in language B

Contribution for Linguistic

I. Prediction

II. Simplification

III. Interlingua

IV. Naturalization of the interlingua

I .Prediction

- CA is a device for predicting points of difficulty + some of the errors that learners will make.

- There are 3 things :

1. What aspects will cause problem2. Errors3. Difficulty

1. The cause of problem

- L1 interference

- Non – contrastive origin :

• The effects of target lg asymmetries

• The transfer of training : strategy of L2 learning + L2 communication strategies

2. Errors

- Whether there will be the error or the form of that error

- Whether the learners with a certain L1 learning this L2 will produce either x or y types of errors

II. Simplification

Functional Developmental

FunctionalProviding the learners with a language which does not make fine functional distinction

E.g. Learners of Indonesian:

The affixes ber/me are dropped by learners, which is considered as informal register by the natives.

When the learners get the message across, they try to transmit the information as same as the natives so that they will not be so different from them.

Developmental simplification(interlanguage)

A separate linguistic system whose existence we are compelled to hypothesise, based on the observed output which results from the L2 learner’s attempted production of a target language norm.

It is simple in comparision with L2 norms.

In fact, child language, interlanguage, pidgin, and foreign

talk are types of simplicity.

Interlingua is a functionally reduced dialect of the

target language.

It was developed to combine a simple, mostly

regular grammar with a vocabulary common to

the widest possible range of languages.

making it unusually easy to learn, at least for

those whose native languages were sources of

Interlingua's vocabulary and grammar.

III. Interlingua

Ex:

Russian: On budit pisat (He will write) > On

napishet inherently more complex

But it is easier for English learner.

Notice two things:

- Structural simplification can be effected in

the direction of the L1.

- The price paid by the learner for this L1 -

directed structural simplification is

functional contraction.

Part of the interlingua must be structurally

well - formed.

III. Naturalisation of the interlingua

• EARLY(INTERLINGUA)TEACHING NATURALISATION ADVANCED TEACHING

• FOCUS ON FORM

• FOCUS ON FUNCTION

PRODUCTION

COMPREHENSION

EARLY INTERLINGUA TEACHING

-Interlinguas are approximative systems occupying points on a continuum between L1 and L2.

+concentrated on process of pedagogical simplication.

+continued learning and teaching involves the elaboration of the interlingua.

• Naturalisation: is the notion of aliens becoming offically accepted by the community of the indigenous.

• Advanced teaching: early teaching is struturally based, and later work involves more and more attention being given to the two sectors of appropriacy and probability of occurence

Focus on form:

-sth is formally possible :this is grammaticality sector, and the one which concentrated on developing in the earliest interlingua.

-sth is feasible:

+is sector of acceptability +concerns ‘performance’ factor such as memory and cognitive.

+language to be learnt by learner must not exceed his capacities.

Focus on function

-sth is appropriate:relate to context or how the learner’s language responds to demands of style and register.

-sth is in fact done:relate to probability of occurrence and statistical aspects of language use.

Thanks for your listening!!!!!!