The relationship between contrastive analysis and language teaching

Contrastive Analysis for Language Teaching

the relationship between contrastive analysis and language teaching

PDF | The present paper investigates two important teaching methods of English in a second language classroom setting i.e., Grammar Translation Method and. The main function of contrastive analysis in language teaching should be that of explaining why errors occur rather than predicting error (which is best. Contrastive analysis in modern language teaching. Analysis of didactic materials and practices. November 17, pm. For my final papers as a.

the relationship between contrastive analysis and language teaching

November 17, 3: Objective of the research The aim of my research was investigating the role of linguistics comparisons in foreign language teaching, with a particular focus on related languages namely Portuguese, Spanish, Catalan, Italian and French. The second section of the paper is dedicated to the analysis of didactic materials and practices, by examining both 50 course books and the results of eleven interviews to romance languages professors mainly in translation-oriented degree courses.

After having analysed the most important intercomprehension-based approaches, it has been observed that some of its principles could be integrated with a positive impact on traditional didactic practices, sometimes too dogmatics and strict when it comes to include other languages in the classroom.

In the appendix of this paper you can find a model and an example of interview, and read the contribute of an I.

Terminology Coordination Unit

C expert, together with the one of a translation professor. Analysis of didactic materials results The analysis of didactic materials has been carried out by selecting a sample of 50 course books addressed to learners of Portuguese, Spanish, Catalan, Italian and French as foreign language, from level A1 to C1 fig. Most of the references to the L1 or to other potential languages knew by the learners were found mainly in course books addressed to a specific public romance language speakers, members of the European community etc.

This is particularly true for what it concerns lexical transparency: In the last few years, there were some attempt to include the plurilingual dimension in the form of multilingual glossaries and appendixes.

Unfortunately, the linguistic combination of these glossaries rarely coincided with the one of addressee of the book. The qualitative data have been collected with the aid of semi-structured interviews, whose main results are summarized below fig. Needs and solutions In view of the particular problems emerged from the analysis of didactic materials and practices, and in order to stimulate the plurilingual competence of the learners, some needs and solutions have been highlighted: Overcoming the limits and dangers of comparing languages to prevent mistakes.

Contrastive Analysis and Error Analysis in combination with Analysis of the Semantic Level

Presenting examples, which take into account the use of language in real life. How intercomprehension principles can help in overcoming the limits of traditional didactics. According to the definition of Jaimet and Spita, intercomprehension is a concept brought forward at least initially during the recent evolution of foreign language teaching to adults.

The Problem with contrastive Analysis - Second Language Acquisition (Lecture 176)

Afterwards, its didactic implications were extended to all age groups, including children: However, they have the similar goal, that is, for bilingual students.

Contrastive analysis or contrastive linguistic is one of the applied linguistics that analyzes and describes the comparison equalities and differences between source language L1 and target language L2. Contrastive analysis includes all fields of linguistics such as phonology, semantics, syntax, morphology and pragmatics. It even seems that contrastive studies should rather be regarded as an approach, not as a branch of general linguistics.

Most authors tend to distinguish between the so-called micro-linguistic and macro-linguistic features, the former comprising mainly the grammatical level and thus treating the sentence as the largest analysable unit, and the latter studying language in situation and context with emphasis on the communicative function.

Contrastive analysis - Wikipedia

Throughout the history of contrastive studies great attention was paid to grammar and lexicon, whereas, the cultural aspects were largely neglected. The aim of contrastive phonology is to contrast the phonetic sets of both languages and establish the differences. Another aspect, which is also to a certain extent linked with pragmatics, is intonation. Intonation, coupled with paraverbal means of communication like mime and gesture, can convey very different meanings and is often the source of misunderstanding between native and non-native speakers of a language.

the relationship between contrastive analysis and language teaching

We often forget that in our mother tongue we are used to distinguish between tiny variations in intonation and we readily ascribe meanings to them, whereas in the foreign language the role of intonation and pronunciation in general is largely neglected. Like most methodological approaches, the communicative approach to language teaching emphasises learning vocabulary items, but the focus is now on the function of vocabulary in the socio-cultural context. In investigating the lexicon of two languages with the object of contrasting them, we are sure to find certain aspects that require special attention.

There is another area where contrastive studies are of particular use, namely lexicography and the theory of lexicography. An interesting issue in this field is the study of universals, i. Unfortunately, the limits of this paper do not allow me to deal with these issues in more detail. In contrasting the syntactic structures of two languages as different as Slovene and English, the former being case-based and the latter word-order-based, we inevitably encounter so many differences that an analysis without our having a particular purpose in mind hardly seems reasonable.

The position of complements in an English sentence is fixed, but not so in Slovene, since grammatical relations can be expressed through the use of inflections, which accounts for many structural differences between the two languages. But there is another aspect of sentence structure that occurs in great variations across languages and should be compared, namely the order of elements according to their importance.

Nearly all languages of the world can in some way or other make an item of information stand out in a sentence. The rules for the position of information items; for example new information at the end of the sentence, are quite firm and are intuitively obeyed by most speakers, even by non-natives.