Contrastive Analysis
Lecturer: Mr. Khương
Group 1
Topic : Contribution of CA for linguistics
Group members
1.
2.
3.
4.
5.
6.
7.
8.
Huỳnh Thị Ngọc Bích
Trần Thị Ngọc Diệp
Trần Thị Mỹ Dung
Nguyễn Thị Mỹ
Huyền
Đoàn Thị Hồn Loan
Trần Thị Phương
Minh
Cái Thị Cẩm Nhung
Nguyễn Thị Kim
Ngân
9. Huỳnh Thị Mỹ Ngân
10. Ngô Thị Ánh Ngọc
11. Huỳnh Minh Kim
Quyên
12. Dương Thúy Quỳnh
13. La Thị Hồng Phấn
14. Nguyễn Thị Minh
Tâm
15. Nguyễn Phương
Thảo
16. Nguyễn Thị Thanh
Vân
Topic:
Contribution of CA for Linguistics
A. Kinds of CA
B. Contribution for Linguistics
2 kinds of CA
Theoretical CA:
Look for the realisation of a universal
category in 2 languages(A&B)
Applied CA :
Look for how a universal category X
realised in language A is render in
language B
Contribution for Linguistic
I.
II.
III.
IV.
Prediction
Simplification
Interlingua
Naturalization of the interlingua
I .Prediction
- CA is a device for predicting points of
difficulty + some of the errors that learners
will make.
- There are 3 things :
1. What aspects will cause
problem
2. Errors
3. Difficulty
1. The cause of problem
- L1 interference
- Non – contrastive origin :
• The effects of target lg asymmetries
• The transfer of training : strategy of L2
learning + L2 communication strategies
2. Errors
- Whether there will be the error or the form
of that error
- Whether the learners with a certain L1
learning this L2 will produce either x or y
types of errors
II. Simplification
Functional
Developmental
Functional
Providing the learners with a
language which does not make
fine functional distinction
E.g. Learners of Indonesian:
The affixes ber/me are dropped by
learners, which is considered as informal
register by the natives.
When the learners get the message across,
they try to transmit the information as
same as the natives so that they will not be
so different from them.
Developmental simplification
(interlanguage)
A separate linguistic
system whose existence we
are compelled to
hypothesise, based on the
observed output which
results from the L2
learner’s attempted
production of a target
language norm.
It is simple in comparision with L2
norms.
In fact, child language,
interlanguage, pidgin, and foreign
talk are types of simplicity.
III. Interlingua
Interlingua is a functionally reduced dialect of the
target language.
It was developed to combine a simple, mostly
regular grammar with a vocabulary common to
the widest possible range of languages.
 making it unusually easy to learn, at least for
those whose native languages were sources of
Interlingua's vocabulary and grammar.
Ex:
Russian: On budit pisat (He will write) > On
napishet  inherently more complex
But it is easier for English learner.
Notice two things:
- Structural simplification can be effected in
the direction of the L1.
- The price paid by the learner for this L1 directed structural simplification is
functional contraction.
 Part of the interlingua must be structurally
well - formed.
III. Naturalisation of the
interlingua
• EARLY(INTERLINGUA)TEACHING
NATURALISATION
ADVANCED TEACHING
• FOCUS ON FORM
• FOCUS ON FUNCTION
EARLY INTERLINGUA TEACHING
-Interlinguas are approximative systems
occupying points on a continuum between
L1 and L2.
+concentrated on process of pedagogical
simplication.
+continued learning and teaching involves
the elaboration of the interlingua.
• Naturalisation: is the notion of aliens
becoming offically accepted by the
community of the indigenous.
• Advanced teaching: early teaching is
struturally based, and later work involves
more and more attention being given to the
two sectors of appropriacy and probability
of occurence
Focus on form:
-sth is formally possible :this is
grammaticality sector, and the one which
concentrated on developing in the earliest
interlingua.
-sth is feasible:
+is sector of acceptability +concerns
‘performance’ factor such as memory and
cognitive.
+language to be learnt by learner must
not exceed his capacities.
Focus on function
-sth is appropriate:relate to context or how
the learner’s language responds to demands
of style and register.
-sth is in fact done:relate to probability of
occurrence and statistical aspects of
language use.
Thanks for your listening!!!!!!