The Contrastive Analysis Hypothesis

Date: 2015-10-07; view: 467.

Contrastive linguistics and cross-linguistic studies

Застосування комп'ютерних технологій у навчанні англійської та німецької мов

Текст текст текст…[2, с. 23-25]

Список літератури:

1. Копил І. П. До проблеми застосування сучасних інформаційних технологій при вивчені іноземних мов / І. П. Копил // 36. наукових праць. вип. 28 – К. : КНЛУ – 2005. – C. 30–38.

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Контакти:

Факультет перекладознавства

Херсонського державного університету

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‘Cross-linguistic studies' is the term most commonly used to describe work in the tradition that originates in contrastive linguistics. Contrastive linguistic studies (e.g. Lado 1957) compares the phonological, lexical and grammatical systems of languages with a view to predicting difficulties which might face native speakers of one language trying to learn another. The belief was, as Robins puts it, that (1964/1989: 413) ‘there have to be somewhat differently constructed teaching grammars for students according to the principal typological differences of their own languages, since these to a large extent determine the sort of errors, in pronunciation and grammar, to which they are most prone'. Wardhaugh (1970) refers to this as the strong version of the Contrastive Analysis Hypothesis.

The influence of the first language on the learning of a second is generally referred to as transfer. Transfer may be benevolent in the sense of helping the learner, in which case it is often referred to as positive transfer, or it may be malevolent, in the sense of hindering the learning of the new language. In the latter case it is often called interference or negative transfer. For example, if a lexical item in the new language closely resembles one in the native language, the learner may transfer their understanding of the term's meaning to the new language, and this may be helpful to them in the learning process. However, the strategy may backfire in the case of false friends, terms in two languages which are phonologically and graphologically similar (cognates), but have more or less subtly different meanings. For example, the Danish term aktuel means ‘current', not ‘actual', and a learner who suggests that the class discuss some actual problems may be considered insulting rather than helpful. The double-edged nature of L1 influences on L2 learning was noted by such giants in the history of foreign language teaching as Sweet (1899/1964: 54ff.) and Palmer (1917/1968: 33ff.), but it was in the 1950s that the influence of the mother tongue on second language learners became a major issue in language teaching theory, boosted by the publication of Weinreich (1953/1968), Lado (1957) and Haugen (1953). In the US interest waned in the 1970s, whereas in Europe it survived albeit with an emphasis on a weaker version of the Contrastive Analysis Hypothesis. According to this weaker version, differ-ences between languages (Ringbom 1987: 47, quoting Wardhaugh 1970: 126) do not ‘predict difficulty; it “requires of the linguist only that he use the best linguistic know-ledge available to him in order to account for observed difficulties in second language learning”'.