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    Unit 2

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    Hội Gia sư Đà Nẵng
    The document discusses the Contrastive Analysis Hypothesis (CAH) which proposes that the structure of a learner's first language affects the acquisition of a second language. It defines language transfer and describes positive and negative transfer. It also describes three versions of CAH from strong to weak and their assumptions.

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    Unit 2

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    Hội Gia sư Đà Nẵng
    55 views2 pages
    The document discusses the Contrastive Analysis Hypothesis (CAH) which proposes that the structure of a learner's first language affects the acquisition of a second language. It defines language transfer and describes positive and negative transfer. It also describes three versions of CAH from strong to weak and their assumptions.

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    UNIT 2 (1)

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    The document discusses the Contrastive Analysis Hypothesis (CAH) which proposes that the structure of a learner's first language affects the acquisition of a second language. It defines language transfer and describes positive and negative transfer. It also describes three versions of CAH from strong to weak and their assumptions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    55 views2 pages

    Unit 2

    Uploaded by

    Hội Gia sư Đà Nẵng
    The document discusses the Contrastive Analysis Hypothesis (CAH) which proposes that the structure of a learner's first language affects the acquisition of a second language. It defines language transfer and describes positive and negative transfer. It also describes three versions of CAH from strong to weak and their assumptions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Summary

    Unit 2 CA HYPOTHESIS & LANGUAGE TRANSFER


    I. CAH:
    The structure of L1 affects the acquisition of L2 (Lado, 1957; Fries 1945)
    Theoretical bases:
    - Structural linguistics:
    Detailed descriptions of particular languages from a collection of utterances produced by
    native speakers (i.e. corpus)
    - Behaviourist psychology:
    Habit formation by means of ‘stimulus-response-reinforcement’
    New learning situations helped by means of the transfer of the old habits
    II. Language Transfer
    1. Defining language transfer
    “the influence resulting from similarities and differences between the target language any
    other language that has been previously (and perhaps imperfectly) acquired.” Odlin’s (1989:
    27)
    2. Forms of Language Transfer
    a) Positive Transfer (facilitation)
    - similarity between L1 and L2, result in something correct.
    - assist the acquisition process.
    b) Negative Transfer (interference)
    - dissimilarity between L1 and L2, result in something incorrect
    - impede the acquisition process.
    Contrastive Analysis Hypothesis (CAH)
    Process:
    (1) Structure by structure comparison of language systems
    (2) yields similarities and differences that make it possible to
    (3) predict easy and difficult areas for L2 learners.
    Assumptions:
    (1) Language is a habit
    (2) L1 is the major source of errors in SLA
    (3) Errors can be explained by the differences between L1 &L2
    (4) The more L1 and L2 differ, the greater the chance for errors
    (5) Learners must concentrate on differences between L1 & L2
    (6) Ease or difficulty in learning correlate to the amount of differences or similarities between
    L1 and L2
    Three Different Versions of CAH

    Strong version: Weak version: Moderate version:


    ability to predict difficulty ability to explain observable categorization of abstract &
    through CA error concrete patterns according
    to similarities. & difficulties:
    basis of learning

    1. Obstacle to TL learning: 1. use "the best linguistic 1. Minimal distinction of


    interference of the learner's knowledge available” to patterns in form & meaning
    MT explain observable in systems may results in
    difficulties confusion

    2. Differences of L1&L2 2. Error: systematic & 2. Difficulty may not be due


    trigger chance of error consistent & countable Error to difference
    analysis

    3. Systematic CA helps 3. Items similar to existing


    predict the difficulties items may cause difficulty

    4. Result of CA: reliable


    source in preparation of
    teaching materials, planning
    of course, improvement of
    classroom techniques

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