CONTRASTIVE ANALYSIS

CHAPTER 8

SUPERSTRUCTURE

Contrastive analysis is viewed as an interlinguistic, which is concerned with

both the form and function of language. The model is discussed in terms of the

characteristics of word acquisition and of the relation between words and

sentences, such as contrastive analysis must view language

psycholinguistically and sociolinguistically as a system to be both described and

acquired for a psychological component in the analysis.

MACROSTRUCTURE

This concept Setting a hypothetical framework ,this approach concentrating on

syntax examines the effect of contrastive analysis of alternative descriptive

models-structuralist, transformational-generative, and case grammar, The

models are used as means general grammatical categories applicable to all

descriptive, the practical application of contrastive analysis presented at various

language levels for Make the contextual side of language, this text implements

macro linguistic approach in a discussion of pragmatics, text, conversational

analysis, and contrastive discourse.

Contrastive analysis is a valuable instrument for educators interested in

correcting their teaching to their students' knowledge. The base lists locations

and directors of various contrastive analysis projects. Contrastive analysis is

presented as a convenient contributor to studies in interlanguage and the

probability of learner difficulty. Combined with error analysis.

Many authors try to find out the causes of the problems to be applied in

language teaching, to minimize the problems. They suggest contrastive

analysis, error analysis, interlanguage theory. Contrastive analysis is the

systematic study of a pair of languages with a view to identifying their structural

differences and similarities between the first language and the objective

language based on the rules that: the similarities facilitate learning while

differences cause problems, hierarchy of difficulty ,markedness and universal

grammar, interlanguage Via contrastive analysis, problems can be predicted

and considered in the curriculum.

In the heyday of the CAH , attempts were made to formalize the prediction

stage of contrastive analysis and to remove some of the subjectivity involved ,

Clifford Prator captured the essence of this grammatical hierarchy in six

categories of difficulty such as transfer , coalescence , under differentiation,

reinterpretation , over differentiation , split .

MICROSTRUCTURE

The aims of Contrastive Analysis can be identified as follows to make foreign

language teaching more effective, to find out the variations between the first

language and the objective language based on the conventions such as foreign

language learning is based on the mother tongue, similarities facilitate learning

(positive transfer), differences cause problems (negative transfer/Interference),

via contrastive analysis, problems can be predicted and deliberated in the

curriculum. But, not all problems predicted by contrastive analysis always

appear to be difficult for the students. On the other indicator, many errors that

do turn up are not predicted by contrastive analysis.

An important result of error analysis is that many learner errors are produced by

learners making defective inferences about the rules of the new language.

These errors can be divided into three subcategories: over generalization,

incomplete rule application, and the hypothesizing of false concepts, the most

linguistic agree that contrastive analysis and error analysis alone can't predict or

account for the uncountable errors met in learning English.

From the preceding argument, some conclusions can be drawn as follows:

Contrastive analysis is the systematic study of a pair of languages with a view to

identifying their variances and resemblances with the assumption the different

elements between the native and the target language will cause learning

problems,

however many errors that do turn up are not predicted by contrastive analysis.

Error analysis was another option to contrastive analysis. Error analysis was

evaluated for diagnosing student learning problems due to their "evading" of

certain difficult L2 elements.

Interlanguage is a continuum process between the first language and the target

language along which all learners traverse. It is self-motivated (constantly

adapting to new information) and influenced by the learners.

Some techniques for error correction are: putting responsibility for error

correction primarily on the student, post-lesson opinion. The cognitive, affective,

negative, positive feedback should be given sufficiently and appropriately. We

must elude is the punitive reinforcement.

Michael Méndez