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Contrastive Analysis

Contrastive Analysis. Lecturer: Mr. Khương Group 1 Topic : Contribution of CA for linguistics. Huỳnh Thị Ngọc Bích Trần Thị Ngọc Diệp Trần Thị Mỹ Dung Nguyễn Thị Mỹ Huyền Đoàn Thị Hồn Loan Trần Thị Phương Minh Cái Thị Cẩm Nhung Nguyễn Thị Kim Ngân. 9. Huỳnh Thị Mỹ Ngân

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Contrastive Analysis

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  1. Contrastive Analysis Lecturer: Mr. Khương Group 1 Topic : Contribution of CA for linguistics

  2. Huỳnh Thị Ngọc Bích Trần Thị Ngọc Diệp Trần Thị Mỹ Dung Nguyễn Thị Mỹ Huyền Đoàn Thị Hồn Loan Trần Thị Phương Minh Cái Thị Cẩm Nhung Nguyễn Thị Kim Ngân 9. Huỳnh Thị Mỹ Ngân Ngô Thị Ánh Ngọc Huỳnh Minh Kim Quyên 12. Dương Thúy Quỳnh 13. La Thị Hồng Phấn 14. Nguyễn Thị Minh Tâm 15. Nguyễn Phương Thảo 16. Nguyễn Thị Thanh Vân Group members

  3. Topic:Contribution of CA for Linguistics • Kinds of CA • Contribution for Linguistics

  4. 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

  5. Contribution for Linguistic • Prediction • Simplification • Interlingua • Naturalization of the interlingua

  6. 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 problem • 2. Errors • 3. Difficulty

  7. 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

  8. 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

  9. II. Simplification Functional Developmental

  10. Providing the learners with a language which does not make fine functional distinction Functional E.g. Learners of Indonesian: The affixes ber/meare 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.

  11. 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. Developmental simplification (interlanguage) It is simple in comparision with L2 norms.

  12. In fact, child language, interlanguage, pidgin, and foreign talk are types of simplicity.

  13. 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

  14. Ex: Russian: On budit pisat (He will write) > On napishet  inherently more complex But it is easier for English learner.

  15. 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.

  16. III. Naturalisation of the interlingua

  17. EARLY(INTERLINGUA)TEACHING NATURALISATION ADVANCED TEACHING • FOCUS ON FORM • FOCUS ON FUNCTION PRODUCTION COMPREHENSION

  18. 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.

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

  20. 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

  21. 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.

  22. 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.

  23. Thanks for your listening!!!!!!

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