Contrastive analysis语言学

Contrastiveanalysis•Influencedbythebehaviorismviewthatsecondlanguagelearningcouldberegardedasthedevelopmentofanewsetofhabits,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,therearemanyfalsefriends,wordsandphraseswhicharerathersimilarinspellingandsoundyetdifferentinmeaningandfunction.•Thisisusuallyoutofadirecttransferfromlearners'nativelanguageFrench.SuchnativelanguagetransferChinesecollocationsorexpressionstoEnglishastotouchthesocietyandtherearemorepeoplecometostudyintheStates,whichwillbefurtherelaboratedonin11.7later.•ShortcomingsofCA•Manyofthepredictionsofthetargetlanguagelearningdifficultyformulatedonthebasisofcontrastiveanalysisturnedouttobeeitheruninformativeorinaccurate.•Predictederrorsdidnotmaterializeinlearnerlanguagewhileerrorsdidshowupthatthecontrastiveanalysishadnotpredicted.•ShortcomingsofCA•32号，徐美莉•“differences”and“difficulties”arenotidenticalconcepts.•Itsassociationwithanoutdatedmodeloflanguagedescription(structuralism)andtheincreasinglydiscreditedlearningtheory(behaviorism)CAisgraduallyreplacedbyEAOvergeneralizationOvergeneralizationisdefinedastheuseofpreviouslyavailablestrategiesinnewsituations.Insecondlanguagelearningsomeofthesestrategiesprovehelpfulinorganizingthefactsaboutthesecondlanguage.Forexample,Janeadvisedmetogiveupsmoking.↓Janetoldmetogiveupsmoking.↓Janesuggestedmetogiveupsmoking.Walked,watched,washed…*rided,*goed,*doed,*eatedFormoreexamples:Thegirlisinblueskijacket.Thegirlisdressedinablueskijacket.*Thegirlisworninablueskijacket.Knowofthetargetlanguage,institutionsandcommunicationstrategiesinothersituation.Errors&MistakesErrors—unintentionallydeviantfromthetargetlanguageandnotself-corrigblebythelearner,suggestfailureincompetence.Mistakes—eitherintentionallyorunintentionallydeviantformsandself-corrigible,suggestfailureinperformance.•(2)too+adj+to+verbstructure•Thecoffeeisveryhot.Ican’tdrinkit.→Thecoffeeistoohottodrink.While,Theapricotissour.Ican’teatit.→Theapricotistoosourtoeatit.Errors&MistakesErrors—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]:threetree,thisdis.b.Shorteningoflongvowels:sheepship,meetmitIntralingualerrors----Theintralingualerrorsmainlyfromfaultyorpartiallearningofthetargetlanguage,independentofthenativelanguage.•Twotypesoferrorshavebeenwellexploited:overgeneralization&cross-association