The Use of Contrastive and Error Analysis to Practicing Teachers.

Autor/in	Filipovic, Rudolf
Titel	The Use of Contrastive and Error Analysis to Practicing Teachers.
Quelle	(1974), (17 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Applied Linguistics; Contrastive Linguistics; English (Second Language); Error Analysis (Language); Error Patterns; Interference (Language); Language Instruction; Language Teachers; Learning; Learning Processes; Learning Theories; Material Development; Second Language Learning; Serbocroatian + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Kontrastive Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Error analysis; Language; Fehleranalyse; Fehlertyp; Language teacher; Sprachunterricht; Lernen; Learning process; Lernprozess; Learning theory; Lerntheorie; Lehrmaterialentwicklung; Zweitsprachenerwerb; Serbokroatisch
Abstract	A major problem in learning a second language is the interference of a structurally different native language. Contrastive analysis (CA) combined with learner error analysis (EA) provide an excellent basis for preparation of language instructional materials. The Yugoslav Serbo-Croatian-English Contrastive Project proved that full application of CA in foreign language teaching can be obtained only if it is combined with EA. In drawing a parallel between linguistic borrowing and foreign language acquisition, a transitory system called a compromise system was proposed; it consists of deviations from the norm of the target language occurring as a learner moves from his native language system to the new language. Specifically, the compromise system consists of (1) deviations in use of English parts of speech and (2) errors in use of main parts of a sentence. The project produced pedagogical materials written with maximum application of the results of both contrastive analysis and error analysis. The teaching methods are based on habit formation and a cognitive approach representing creative language use. The materials progress in five stages from drills through free written and oral expression. Use of both contrastive and error analysis and a compromise system for any two language should produce the best pedagogical materials and the most effective language teaching. (CHK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC