Contrastive-analysis对比分析语言学

ContrastiveanalysisInfluencedbythebehaviorismviewthatsecondlanguagelearningcouldberegardedasthedevelopmentofanewsetofhabits,thenativelanguagetookongreatsignificanceforitwasregardedasthemajorcauseforlackofsuccessinlearningasecondlanguageorforeignlanguage.

Andadistinctionwasmadebetweenpositivetransfer(正迁移）andnegativetransfer（负迁移）.Whiletheformerwouldfacilitatetargetlanguagelearning,thelaterwouldinterfere./p/,/b/,/t/,/d/,/k/,/g/Thechangesofnumberandperson,like“HelikeEnglish”.Therefore,insecond/foreignlanguagelearningandteachingthebasisoflanguageinstructionwasthedifferencesbetweenthenativelanguageandtargetlanguage.Inordertoavoidtheerrors,comparingtheleaner’snativelanguageandtargetlanguageisaefficientwaytoidentifythedifferenceandpredictareasofpotentialerrors.

ContrastiveAnalysis(knownasCA)cameintofashioninthe1960s.Startingwithdescribingcomparablefeaturesofthenativelanguageandthetargetlanguage(e.g.tense,words,orexpressionsetc.),contrastiveanalysiscomparestheformsandmeaningsacrossthesetwolanguagetolocatethemismatchesordifferencessothatpeoplecanpredictthepossiblelearningdifficultylearnersmayencounter.

Forexample,betweenEnglishandFrench,therearemany"falsefriends",wordsandphraseswhicharerathersimilarinspellingandsoundyetdifferentinmeaningandfunction.Thisisusuallyoutofadirecttransferfromlearners'nativelanguageFrench.SuchnativelanguagetransferChinesecollocationsorexpressionstoEnglishas"totouchthesociety"and"therearemorepeoplecometostudyintheStates",whichwillbefurtherelaboratedonin11.7later.

ShortcomingsofCAManyofthepredictionsofthetargetlanguagelearningdifficultyformulatedonthebasisofcontrastiveanalysisturnedouttobeeitheruninformativeorinaccurate.Predictederrorsdidnotmaterializeinlearnerlanguagewhileerrorsdidshowupthatthecontrastiveanalysishadnotpredicted.

ShortcomingsofCA32号，徐美莉“differences”and“difficulties”arenotidenticalconcepts.Itsassociationwithanoutdatedmodeloflanguagedescription(structuralism)andtheincreasinglydiscreditedlearningtheory(behaviorism)

CAisgraduallyreplacedbyEAOvergeneralizationOvergeneralizationisdefinedastheuseofpreviouslyavailablestrategiesinnewsituations.Insecondlanguagelearningsomeofthesestrategiesprovehelpfulinorganizingthefactsaboutthesecondlanguage.Forexample,Janeadvisedmetogiveupsmoking.

↓Janetoldmetogiveupsmoking.

↓Janesuggestedmetogiveupsmoking.Walked,watched,washed…*rided,*goed,*doed,*eated

Formoreexamples:Thegirlisinblueskijacket.Thegirlisdressedinablueskijacket.*Thegirlisworninablueskijacket.

Knowofthetargetlanguage,institutionsandcommunicationstrategiesinothersituation.

Errors&MistakesErrors—unintentionallydeviantfromthetargetlanguageandnotself-corrigblebythelearner,suggestfailureincompetence.Mistakes—eitherintentionallyorunintentionallydeviantformsandself-corrigible,suggestfailureinperformance.

(2)too+adj+to+verbstructureThecoffeeisveryhot.Ican’tdrinkit.→Thecoffeeistoohottodrink.While,Theapricotissour.Ican’teatit.→Theapricotistoosourtoeatit.

Errors&MistakesErrors—unintentionallydeviantfromthetargetlanguageandnotself-corrigblebythelearner,suggestfailureincompetence.Mistakes—eitherintentionallyorunintentionallydeviantformsandself-corrigible,suggestfailureinperformance.

Erroranalysis(EA)

Thecontrastiveapproachtolearners’errorshasshednewlightonpeople’sattitudes:theerrorsaresignificantintellingtheteacherwhatneedstobetaught,intellingtheresearcherhowlearningproceedsandthoseerrorsareameanswherebylearnerstesttheirhypothesesaboutthelanguagetobelearnt.Twomainsortsoferrors:Interlingualerrors&intralingualerrorsInterlingualerrorsInterlingualerrorsmainlyresultfromcross-linguisticinterferenceatdifferentlevelssuchasphonological,lexical,grammaticalordiscoursaletc.Forexamples,a.

Substitutionof[t]for[W]and[d]for[T]:threetree,thisdis.b.

Shorteningoflongvowels: