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Academic literature on the topic 'Contrastive analysis hypothesis'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Contrastive analysis hypothesis"

1

Khalifa, Mohamed Fathy. "Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning." International Journal of Linguistics 10, no. 1 (2018): 12. http://dx.doi.org/10.5296/ijl.v10i1.12479.

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Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learning and shows the criticism of each theory. First, in Contrastive Analysis, the weak and strong hypotheses and types of language transfer are explained. Second, in Error Analysis, attitudes towards errors and aims, process and models of Error Analysis are described. Third, in Markedness Theory, the role of typological markedness in the explanation of L2 learning, the Markedness Differential Hypothesis (MDH) and the Structural Conformity Hypothesis (SCH) are explained. Fourth, in Universal Grammar, it is shown that L2 acquisition occurs on the basis of first language (L1) acquisition: L2 acquisition is a matter of setting the correct L2 parameters. The Language Acquisition Device (LAD) and L2 access to UG are explained. Finally, in Monitor Theory, it is suggested that comprehensible input is crucial for L2 acquisition and the five hypotheses of the theory are explained: (a) The Input Hypothesis, (b) The Learning-Acquisition Hypothesis, (c) The Monitor Hypothesis, (d) The Natural Order Hypothesis and (e) The Affective Filter Hypothesis.
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Ali, Akbar, Bilal Khan, and Nazakat Awan. "Contrastive Analysis of the English and Pashto Adjectives." Global Language Review I, no. I (2016): 74–84. http://dx.doi.org/10.31703/glr.2016(i-i).07.

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The paper mainly focuses on the contrastive analysis of the use of English and Pashto adjectives. Contrastive Analysis hypothesis developed in the 20th century from the two renowned theories of language acquisition and linguistics i.e. behaviorism and structuralism. This hypothesis states that the major barriers in the second learning and acquisition process arise from the interference of the first language. Contrastive analysis between languages facilitate the linguists and language teachers in predicting the difficulties a learner may confront through a structural, scientific analysis of pairs of languages (Brown, 2007). The adjectives of English and Pashto have been compared in the paper using contrastive analysis approach. The study finds that there are certain similarities and differences in the use of adjectives in English and Pashto which can cause issues in learning English adjective use by L1 Pashto speakers as ESL learners.
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Fraai, G. Th. "Spaanse Si En Cuando Zinnen En Hun Equivalenten In Het Nederlands Een Contrastieve En Foutenanalyse." Toegepaste Taalwetenschap in Artikelen 26 (January 1, 1986): 51–69. http://dx.doi.org/10.1075/ttwia.26.05fra.

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The object of this investigation was to conduct a contrastive analysis of the following Spanish and Dutch conjunctions:.on the one hand the Spanish pair si_, as a conjunction of hypothesis or condition, and cuando, as a hypothetical/conditional or temporal conjunction, and, on the other hand, the Dutch equivalents als, wanneer, indien and the synonymous conjunctionless construction (0). On the basis of the"strong" predictive version of the Contrastive Analysis Hypothesis (CAH) one or more hypotheses were formulated, which served as predictors of errors likely to be made by Dutch learners of Spanish. The hypotheses were tested in an experimental investigation, involving 31 students.
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Suhirman, Lalu. "NUANCE IN SIMPLE AND PAST TENSE PATTERNS BY INDONESIAN EFL LEARNERS: A CONTRASTIVE ANALYSIS." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 1, no. 3 (2016): 219. http://dx.doi.org/10.30957/ijoltl.v1i3.186.

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This article aims to identify the differences between Indonesian and English in constructing affirmative, negative, and interrogative sentences in simple present and present progressive, and simple past and past progressive tenses. This research is descriptive qualitative design. The 40 first semester students of STIKOM Jayapura was selected as research subject. The result indicated that Contrastive Analysis was the systematic study of a pair of languages with a view to identifying their differences and similarities with the assumption the different elements between the native (Indonesian) and the target (English) language caused learning problems, while similar elements did not cause any problems. Contrastive analysis hypothesis is criticized for not all problems predicted by contrastive analysis always appear to be difficult for the students. Errors that do turn up are not predicted by contrastive analysis, but if errors cannot be identified through Contrastive Analysis, it will be suggested using Error Analysis.
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Dost, Islam Namazian, and Ghassem Bohloulzadeh. "A REVIEW OF CONTRASTIVE ANALYSIS HYPOTHESIS WITH A PHONOLOGICAL AND SYNTACTICAL VIEW: A CROSS-LINGUISTIC STUDY." Buckingham Journal of Language and Linguistics 10 (December 13, 2017): 32–41. http://dx.doi.org/10.5750/bjll.v10i0.1482.

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Although contrastive analysis has often been questioned for its inadequacy to predict the transfer errors that learners will make in actual learning contexts it cannot be easily denied that “such interference does exist and can explain difficulties” (Brown, 1994, p. 200), especially in the phonological aspects of second/foreign language learning. In this line, the present research is trying to shed light on the concept of contrastive analysis hypothesis by focusing on the background and origins of the concept, then the procedures and its different versions. Also, the current study will discuss the differences and similarities exist in the phonology and syntax of two languages, namely Persian and English in order to be able to find the areas of possible difficulty for L2 learners of English.
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GÖK, Şahin. "Contrastive error analysis of Turkish EFL learners in writing." International Journal of Language and Literary Studies 2, no. 4 (2020): 236–42. http://dx.doi.org/10.36892/ijlls.v2i4.429.

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The aim of this study is to find out to what extent Turkish EFL students make interlingual (interference) and intralingual (developmental) errors in writing at the university level. The mid-term and final examination papers of 50 Turkish EFL students were taken and their errors were categorized into interference and developmental errors. The results of our research have shown that they made a mean of %14.6 interference errors. Thus, this proportion does not confirm the contrastive analysis hypothesis claiming that all errors are due to the negative transfer from the mother tongue. On the other hand, they made a mean of %85.4 developmental errors which are not related to L1. So the results of T?Test indicate that Turkish EFL students made significantly more (p<.001) developmental errors.
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7

Gast, Volker. "On the use of translation corpora in contrastive linguistics." Contrasting contrastive approaches 15, no. 1 (2015): 4–33. http://dx.doi.org/10.1075/lic.15.1.02gas.

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This article argues for a type of corpus-based contrastive research that is item-specific, predictive and hypothesis-driven. It reports on a programmatic study of the ways in which impersonalization is expressed in English and German. Impersonalization is taken to be epitomized by human impersonal pronouns like German man (e.g. Man lebt nur einmal ‘You/one only live(s) once’). English does not have a specialized impersonal pronoun like Germ. man and uses a variety of strategies instead. The question arises what determines the choice of a given impersonalization strategy in English. Drawing on relevant theoretical work and using data from a translation corpus (Europarl), variables potentially affecting the distribution of impersonalization strategies in English are identified, and their influence on the choice of a strategy is determined. By testing hypotheses derived from theoretical work and using multivariate quantitative methods of analysis, the study is intended to illustrate how bridges can be built between fine-grained semantic analyses, on the one hand, and more coarse-grained, but empirically valid, corpus research, on the other.
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8

Putri Gita Ardiantari, Ida Ayu. "Revising Syntactic Interference on Conversation Scripts by Contrastive Analysis Teaching Method." ELT Worldwide: Journal of English Language Teaching 8, no. 1 (2021): 109. http://dx.doi.org/10.26858/eltww.v8i1.19563.

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This study is a research to the third semester of DIV Midwifery students of Kartini Polytechnique Denpasar on Bahasa Inggris I class. The purpose of this research are (1) to identify the syntactic interference of Indonesian Language into English found in conversation scripts written by the third semester of DIV Midwifery students and (2) to investigate the quality of English conversation scripts after the application of contrastive analysis method. The data of this study were taken from English conversation scripts written by the third semester of DIV Midwifery students of Kartini Polytechnique. The interview and observation method also used in collecting the data of this research to find out the students understanding in English syntactic structure. The data were grouped, tabulated and analyzed through sociolinguistic theory of interference that supported by Surface Strategy Taxonomy as well, and the Contrastive Analysis Hypothesis. Based on the analysis, the syntactic interferences found are in level of phrase, clause and sentence; and the error caused by omission, addition, and mis-formation. The interview and observation method showed the increase of the student understanding in English syntactic structure after the application of contrastive analysis method that effect the better quality of English conversation scripts.
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9

Hajimohammad, Mohammad, Batool Alinezhad, and Adel Rafiei. "Total Assimilation in Persian Phonology: A Modified Contrastive Specification Account." International Journal of Linguistics, Literature and Translation 3, no. 9 (2020): 250–59. http://dx.doi.org/10.32996/ijllt.2020.3.9.26.

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Nowadays the main stream in the most fields of linguistics including phonology is minimalism and redundancy removing, which derives from the principle of the economy of language. The advent of under specification theory in the late 19th century can be considered as the beginning of redundancy removing in the domain of phonology. During recent decades different versions of under specification such as Radical Under specification, Contrastive Specification and Modified Contrastive Specification (MCS) have been presented. Modified Contrastive Specification (MCS), which is the finding of Toronto Phonology School is based on Contrastive Hypothesis in which a contrastive hierarchy is applied to specify the contrastive features. It is believed that only contrastive features are specified in phonological representations and redundant values never exist in underlying representations. This paper aims to present a novel analysis of total assimilation process in terms of the manner of articulation in consonant clusters having the structures of –st and –zd in Persian which is an active process in phonology of Persian. Working within the framework of the MCS, through drawing a contrastive hierarchy for phonological features, this paper leads to this conclusion that the feature [continuant] in Persian consonants is a contrastive feature so by spreading this feature, the coronal stops /t/, /d/ assimilate to fricatives /s/ and /z/ respectively. To represent contrast and markedness in this system, we have proposed a contrastive hierarchy of [son] > [lab] > [cont]> [voiced] for consonants involved in the process of total assimilation in Persian.
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10

Eckman, Fred R. "Some Theoretical and Pedagogical Implications of the Markedness Differential Hypothesis." Studies in Second Language Acquisition 7, no. 3 (1985): 289–307. http://dx.doi.org/10.1017/s0272263100005544.

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This paper is intended as a programmatic contribution to the work of a number of scholars in second language acquisition (SLA) who are attempting to explain various facts about SLA in terms of an interaction between native-language transfer and language universals (Gass & Selinker, 1983). In the present paper, some of the theoretical assumptions and consequences of the Markedness Differential Hypothesis (MDH) (Eckman, 1977) are discussed in comparison with the Contrastive Analysis Hypothesis. Crucial differences between the two hypotheses are presented, and empirical evidence in favor of the MDH is reviewed. Pedagogical implications of the MDH are then taken up, and a strategy for interlanguage-intervention is discussed in light of an empirical study. Finally, several problems for the MDH which have been proposed in the literature are considered.
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