CONTRASTIVE ANALYSIS INTERLANGUAGE ERROR ANALYSIS - PowerPoint PPT Presentation

Loading...

PPT – CONTRASTIVE ANALYSIS INTERLANGUAGE ERROR ANALYSIS PowerPoint presentation | free to download - id: 14e5b8-NzRiZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

CONTRASTIVE ANALYSIS INTERLANGUAGE ERROR ANALYSIS

Description:

Is is good to correct when someone learns a language? ... A corollary to item 3 is that the greater the differences, the more errors will occur. ... – PowerPoint PPT presentation

Number of Views:2880
Avg rating:3.0/5.0
Slides: 10
Provided by: fernandodr
Learn more at: http://www.uhu.es
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: CONTRASTIVE ANALYSIS INTERLANGUAGE ERROR ANALYSIS


1
CONTRASTIVE ANALYSISINTERLANGUAGEERROR ANALYSIS
Fernando Rubio Universidad de Huelva
2
Questions
  • Do you usually have errors when you speak the FL?
  • Is Spanish very different from English?
  • Is is good to correct when someone learns a
    language?
  • Does error correction lead to greater language
    achievement?
  • Should feedback be a reward or a reinforcement?
  • How did your teacher use to correct orally?
  • And your written work?
  • How would you like to be corrected?
  • When should learner errors be corrected?
  • Which errors should be corrected?
  • Who should do the correcting?

3
CAH
  • L1 and L2 are learned by the same habit formation
    process
  • The two components of language learning were
  • Mimicry simple habit formation through
    reinforcement
  • Analogy complex habit formation through
    extension of mimicked forms to new situation

4
CAH contd
  • Researchers working in CA saw two types of
    transfer
  • Positive transfer similar structures facilitate
    learning. L1 habits can successfully be used in
    the L2.
  • Negative transfer Interference from the L1.
    L1 habits will cause errors in the L2.

5
CAH contd
  • 6 basic pedagogical assumptions of the CAH
  • Learning a new language involves establishing a
    new set of language habits.
  • The major source of error in the production
    and/or reception of a second language is the
    native language.
  • One can account for errors by considering the
    differences between the L1 and L2.

6
CAH contd
  • A corollary to item 3 is that the greater the
    differences, the more errors will occur.
  • What one has to do in learning an L2 is learn the
    differences. Similarities can safely be ignored,
    as no new learning must occur.
  • Difficulty and ease in learning are determined
    respectively by differences and similarities
    between the two languages.

7
CAH Problems
  • Predictions of the CAH were not borne out in
    practice
  • Learners made errors that couldnt be traced to
    either the L1 or the L2 He comed yesterday.

8
CAH contd
  • Eventually two versions of CA emerged
  • Strong/Predictive
  • Weak/Explanatory
  • The weak version attempted to explain learners
    errors by ascribing them NL/TL differences.
  • This field eventually became known as

9
Error Analysis
  • Provided a broader range of explanations for
    errors
  • Interference from the NL Interlingual
  • We just enjoyed to move and to play. (L1
    French)
  • Developmental Intralingual
  • He comed yesterday.
  • Some errors seemed to be systematic across all
    learners classified as developmental.
  • Error/Mistake dichotomy.
About PowerShow.com