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Relevant bibliographies by topics / Contrastive analysis, transfer, language learning, error analysis

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Journal articles

Academic literature on the topic 'Contrastive analysis, transfer, language learning, error analysis'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Contrastive analysis, transfer, language learning, error analysis"

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 learni

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Dagut, Menachem, and Batia Laufer. "Avoidance of Phrasal Verbs—A Case for Contrastive Analysis." Studies in Second Language Acquisition 7, no. 1 (1985): 73–79. http://dx.doi.org/10.1017/s0272263100005167.

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Schachter (1974) drew attention to the importance, in error analysis, of examining not only the L2 forms actually produced by the learners of a foreign language in their attempts to express themselves in L2, but also the L2 forms they seem consistently to avoid using. She also noted the close interrelation between such avoidance phenomena and the Contrastive Analysis approach to L2 teaching and learning: avoidance is the reverse side of negative transfer, since learners tend to avoid using in L2 those structures that have no parallel in their L1 and therefore provide them with no pattern for t

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Akter, Nilu. "Error Analysis in Chinese Initials Made by Bangladeshi Learners at Elementary Level." International Journal of Linguistics 13, no. 3 (2021): 36. http://dx.doi.org/10.5296/ijl.v13i3.18694.

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Chinese initials play an inevitable role in learning Chinese as a second language. Without the proper knowledge of Chinese initials, learners fail to communicate with people smoothly. Therefore, learners from different countries face different difficulties in learning Chinese initials. The pronunciation of Chinese consonants is not easy for foreigners, especially for Bangladeshi learners. Therefore, errors occur in the Chinese initials of Bangladeshi learners.Although Bangladeshi students often encounter difficulties learning Chinese initials, no comprehensive research done in this area. This

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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

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Huang, Kuan-Jung. "On bilinguals’ development of metalinguistic awareness and its transfer to L3 learning: The role of language characteristics." International Journal of Bilingualism 22, no. 3 (2016): 330–49. http://dx.doi.org/10.1177/1367006916681081.

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Aims: With language characteristics shown to be a factor mediating bilinguals’ metalinguistic awareness, the present study attempts to give a clearer picture of the impact of language characteristics, avoiding confounds such as exposure opportunities and language experiences, which previous studies with comparisons made between monolinguals and bilinguals were subject to. Design: Two groups of bilinguals speaking the same first language (L1) but different second languages (L2s) were tested for their performance on a morphosyntactic awareness task. Other confounds (L1 proficiency and nonverbal

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Mabruroh, Mabruroh. "at-Tahlil Ghair at-Taqobul Litahlil al-Akhtha'." Arabiyatuna : Jurnal Bahasa Arab 3, no. 1 (2019): 109. http://dx.doi.org/10.29240/jba.v3i1.755.

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In learning Arabic, each student will experience difficulties in the learning process. The difficulties faced by these students will affect the process of acquiring and absorbing the knowledge channeled by the instructor. Some of the effects of these difficulties are the existence of errors in understanding the rules of writing letters (Imla '), the rules of compilation of sentences (Nahwu), the process of word formation and so forth. To overcome errors in language acquisition in learning Arabic, the theory of contrastive analysis and error analysis in learning Arabic was born. Contrative anal

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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

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Irawansyah, Irawansyah. "WHY STUDY ERROR?" IJEE (Indonesian Journal of English Education) 4, no. 2 (2017): 120–29. http://dx.doi.org/10.15408/ijee.v4i2.5972.

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ABSTRACT There are many students still doing errors or mistakes in learning English as a foreign language (EFL) in Indonesia. Therefore, it is very important to study error. The error itself has long been an interest among foreign language researchers. The main task of error is how to describe a learning which occurs by examining students' output. It consists of correct and incorrect utterances. In this case, there are two approaches to learning students' errors, namely error analysis (EA) and contrastive analysis (CA). This paper only explains how error analysis is important in the teaching-l

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9

Baecher, Richard E. "SECOND LANGUAGE LEARNING: CONTRASTIVE ANALYSIS, ERROR ANALYSIS, AND RELATED ASPECTS. B. Wallace Robinett and J. Schachter, eds. Ann Arbor, MI: University of Michigan Press, 1983." Studies in Second Language Acquisition 7, no. 2 (1985): 266–67. http://dx.doi.org/10.1017/s0272263100005490.

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10

Hubilla, Caprice Katrine Villaflores. "Contrastive Analysis of Students’ Use of Cohesive Devices: A Basis in Designing an Instructional Material." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 33–41. http://dx.doi.org/10.21016/irrc.2015.ju04wf55o.

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The aim of this study is to do a contrastive analysis of the dominant errors of Communication Arts 2 students’ use of cohesive devices in English essays. Its four specific objectives are (1) to know the demographic profile of the respondents in terms of academic program, age, available English reading materials and references at home, first language, gender, length of stay in college, number of English courses taken in college and types of school the respondents graduated from; (2) to determine the dominant errors the respondents commit in the use of cohesive devices in essay; (3) to reveal if

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