chpt 9 Contrastive_analysis

1、Contrastive analysis: Comparing and contrasting two languagesl Definition of CAl Theoretical bases and basic assumptionsl 3 versions of the CA hypothesisl Proceduresl ApplicationslAccording to your learning experience, what grammatical items are more difficult to learn in English? And what do you th

2、ink are easier? Why?lPlural formslSubject-predicate agreement in person and numberluse of articlesluse of modal verbslAttributive Clause, etc.Because we dont have such grammatical phenomena in Chinese.lIn pronunciation, many students have problems in pronuncing words ended with consonant. For exampl

3、e, A good old friend is pronounced as gud uld frend lWhen compared with Chinese, we see it may be due to the negative transfer from our mother tongue, because in Chinese syllables very often end in vowels.lThose elements that are similar to his native language will be simple for the learner, and tho

4、se elements that are different will be difficult (Lado, 1957:2)lThe conviction that linguistic differences could be used to predict learning difficulty gave rise to the contrastive ananysis hypothesis: Where two languages were similar, positive transfer would occur; where they were different, negati

5、ve transfer , or interference, would result.Contrastive analysis is an inductive investigative approach based on the distinctive elements in a language. It involves the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between

6、them. 1. Structural linguistics结构主义强调语言间的区别，把语言看做一个由各种语言单位根据语法规则组合起来的结构体系，为描述，比较，对比语言找出语言间的异同提供了方法2. Behavioristic psychology Following Behaviorism, CA emphasizes on transfer in language learning行为主义学习理论强调学习的迁移，指出正迁移有助于语言学习，负迁移是一种干扰，意味着学习的难点所在。lResearchers working in CA saw two types of transfer:Pos

7、itive transfer: transfer which makes learning easier, and may occur when both the native language and the target language have the same form. Negative transfer (also interference): the use of a native-language pattern or rule which leads to an error or inappropriate form in the target language. Basi

8、c, Extended and Figurative Meaning Basic, Extended and Figurative Meaning of of WordsWords (take Fly Fly as an example) )Basic Meaning: Basic Meaning: (of a bird or an insect) move through the air, using wings The bird flew away.Extended Meaning: Extended Meaning: (of an aircraft)move through air or

9、 space; go or move quickly The children flew to meet their mother.Figurative Meaning: Figurative Meaning: Time flies!lPositive transfer in Word FormationlThe meaningfu 偏旁 “氵 is related with river: ”江“, ”河“, 湖,”海“ in Chinese.lThe meaningful affix (prefix&suffix): re-(again), anti-(against), -tion

10、(related with noun)Some basic S structures shared by C & Ea. S+V 我来了。 Im coming. b. S+V+O 我爸爸在听音乐。 My father is listening to the musuc.c. S+V+IO+DO 他教我们英语。 He teaches us English.d. S+V+O+C 我们要他早点赶到那里。 We asked him to get there early.l-sl -zltr-出ldr-猪l One -One Correspondenceeg. Learn English is

11、very important. (学习英语很重要)l Wrong Collocation of Words eg. crowd traffic（heavy traffic） body health（physical health）lOur dormitory can live six peoplelNow is five oclock.lThis shoes walk comfortablylThere have lHe teaches me how to do an honest man.lThat book had been borrowed out.lSmoking cigarettes

12、 will do harm to our body.lAfter 4 years, they graduated from the universitylJust open the TV set, you can know everything and wont have to go out of the door.lPeople think going to the movie will cost a lot of money.l 二语学习涉及克服目标语言体系中的难点，其中最主要的困难在于母语的干扰；对比分析能预测或至少解释二语学习中的困难；以对比分析为基础设计的教材能减少母语干扰，降低难点

13、，从而有助于二语学习.l The Strong Version: Fries (1945) & Lado (1957) 强硬派强硬派It claimed that prediction of difficulties in learning L2 could be made based upon a comparison of two languages. This starts with a crosslinguistic analysis and then attempts to predict trouble spots.强硬派强硬派强调对比分析两种语言的不同以预测二语学习中的困

14、难。要求 语言学家进用他们拥有的语言学知识去解释二语学习中所观察到的困难，而并不要求去预测这些困难，也不必预测不会造成困难的部分。利用语言干扰的例子来解释两种语言的异同。他的优点是他认识到了语际干扰的意义，并试图解释那些由语际干扰所造成的困难。l它是强硬派与温和派的折中。他们认为根据观察到的异同对抽象或具体的语言成分进行分类是学习的基础。二语学习中最大的困难既不是语言间明显的相似处，也不是明显的不同处，而是两种语言的细微差别。当存在这些细微差别时，干扰就会增大，由此构成了二语学习的困难。lIt emphasizes differences between languages rather th

15、an similarities;lIt contrasts L1 and L2 via the learners interlanguage rather than directly. Therefore, some scholars think that contrastive analysis belongs to interlanguage study; andlIt is pedagogically-oriented, with the aim to discover and predict learning problems and difficulties.l Providing

16、insights into similarities and differences between languages;l Explaining and predicting problems in L2 learning; andl Developing course materials for language teaching2 principles of CA as proposed by Halliday:lDescribe before comparinglComparing patterns, not whole languagesSteps (shown in the tex

17、tbook):lThe separate description of the relevant features of each language;lThe establishment of comparability;1.The comparison and contrast.lThe description of the relevant features of each language (pp.136-7)lThe establishment of comparability (pp. 138-9) Principal contextual similarities Principa

18、l contextual differenceslThe comparison and contrast (pp. 139-142)See the textbook for details.(1) Description: a formal description of the relevant features of each language compared(2) Selection: selecting subsystems predicted to present difficulty in order to establish the comparability.(3) Compa

19、rison and contrast: the identification of areas of difference and similarity;(4) Predication: identification of possible areas that cause errors.1) Level 0 (transfer): no difference between the two languages (positive transfer) 迁移迁移 一个聪明的学生 a clever student SVO （如：他学英语） 英汉都一样2) Level 1 (coalescence)

20、: two items in the native language become coalesced into one item in the target language 合并合并 兄、弟 brother, 爷爷，外公 grandfather3) Level 2 (underdifferentiation): an item in the native language is absent in the target language 差异不足差异不足母语的某个语言点在二语中不存在母语的某个语言点在二语中不存在L1：量词（一面旗，一支笔） L2： a flag, a pen 中国学生学英

21、语时，发现汉语（L1）的声调声调在英语（L2）中没有甲：您好哇？出来多久啦，过得惯吗？甲：您好哇？出来多久啦，过得惯吗？乙：您好！出来一年多了，其它还好，就乙：您好！出来一年多了，其它还好，就是听外国人讲话太别扭？是听外国人讲话太别扭？甲：可不是吗！明明是老鼠，他们偏说是甲：可不是吗！明明是老鼠，他们偏说是“猫猫”（mouse);mouse);明明是水，他们偏说明明是水，他们偏说是是“窝头窝头”（waterwater）；明明是小偷，）；明明是小偷，他们非说媳妇（他们非说媳妇（thiefthief）。）。乙：您说得太对了！外国人很奇怪，英国乙：您说得太对了！外国人很奇怪，英国人早上起来总说人早上

22、起来总说“摸人摸人”（morningmorning），），晚上见你又叫你晚上见你又叫你“姑奶姑奶“（good good night)night)。l L1:北京的一所大学 L2: a university in Beijing l又如汉语和英语都有被动句，但汉语中除了有标记的(被、叫、让等)表示的被动句外，还有很多无标记被动句，及像“是的”等表示被动意义的句子。以英语为第一语言的学习者学习汉语时，在其原有的英语被动句知识的基础上，必须重新认识汉语的被动句，否则就会因英语的影响而造出错句（如“这本书是被他买的”），或者无法理解像“茶喝了”这样的句子。 a new item in the targ

23、et language must be learned 二语中的某个语言项在母语中二语中的某个语言项在母语中没有没有 L2：It is raining hard. L1： 下着大雨 one item in the native language becomes two or more in the target language 母语中一个语言项对应二语中两个或多个语言项 L1：看 L2: look at, read, see, watch, etc L1: two L2: 二，两，俩lPredictionlDiagnosis of errorslTestinglCourse designlT

24、eaching methodContrastive analysis was repeatedly criticized:First, CA is too negative about borrowing from ones L1. The use of L1 in L2 performance is a natural strategy we use when we struggle with a language we are unfamiliar with-relying on prior knowledge to facilitate the new effort.lAll learn

25、ers produce new languge with the help of their mother tongue and make mistakes sometimes, but we cannot say the differences between L1 and L2 always constitute the difficulties and errors. Sometimes, what is markedly different is easily noticeable and therefore can also be easily learned. lSecond, CA ignores the conditions of interference and lacks psychological perspective. According to CA, a difference between L1 and L2 leads to the difficulty, which in turn leads to errors, or, to put it in an equation:ldifference = difficulty = error lIts too simplistic.lFor example, in