Chapter 8 对比分析和难度等级

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Definition of Contrastive Analysis
Contrastive analysis is the systematic study of a pair of languages with a view to identifying their structural differences and similarities. Historically it has been used
Chapter 8 Contrastive Analysis, Interlanguage, and Error Analysis
Contrastive Analysis
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The Contrastive Analysis Hypothesis (CAH) Hierarchy of Difficulty Moderating the Contrastive Analysis Hypothesis Markedness and Universal Grammer
How can we infer where the learner comes from?
Human learning theories
How do people interpret “interfering” elements of
learning with human learning theories?
to establish language genealogies. ---From Wikipedia
Definition of Contrastive Analysis
Contrastive analysis was used extensively in the field of second language acquisition in the 1960s and early 1970s, explaining why some features of a target language were more difficult to acquire than others. Therefore, the difficulty in mastering certain structures in a second language (L2) depended on the difference between the learners' mother language (L1) and the language they were trying to learn.
No interference could be predictd, no difficulty would be experienced since one could transfer positively all other items in a language.
The Contrastive Analysis Hypothesis (CAH)
The Contrastive Analysis Hypothesis (CAH)
The CAH claimed that:
• the principal barrier to second language acquisition is the interference of the first language system with the second language system; • a scientific, structural analysis of the two language in question would yield a taxonomy of linguistic contrasts between L1 and L2; • the taxonomy of linguistic contrasts enable the linguist to predict the difficulties a learner would encounter.
Representative of CAH
Charles Fries
Robert Lado
Robert Lado's Linguistics Across Cultures (1957), Lado claimed that "those elements which are similar to [the learner's] native language will be simple for him, and those elements that are different will be difficult".
THANK
Using the hierarchy of difficulty and the procedures for contrastive analysis by Whitman, one can make simple predictions about difficulties learners will encounter.
Eight possible degrees of difficulty based on ...
For For phonological grammatical system structures
16 levels of diffculty
based on...
Hierarchy of Difficulty
Structuralist Approach
The CAH was considered feasible tools of structural linguistics.
The Contrastive Analysis Hypothesis (CAH)
Behaviorism contributed to CAH that human behavior is the sum of its smallest parts and components, and that language learning could be described as the acquisition of all of these discrete units. Such as Fries's slot-filler grammar (1952), the CAH, the tools of structural linguistics would enable a linguist to describe accurately the two language in question, and to match those two descriptions against each other to determine valid contrasts, or difference.
Robert Lado's Linguistics Across Cultures (1957), Lado claimed that:
Hierarchy of Difficulty
Stockwell, Bowen, and Martin(1965), who proposed what they called a hierarchy of difficulty.
Clifford Prator(1967) captured the essence of this
grammatical hierarchy in six categories of difficulty.
Prator's hierarchy is applicable to both grammatical and phonological features of language.
The logical conclusion was that:
second language learning basically involved the overcoming of the differences between the two
linguistic systems--the native and target languages.
The Contrastive Analysis Hypothesis (CAH)
Theoretical basis of CAH:
A B
Behavioristic Approach
Human behavior is the sum of its smallest parts and components.
Hierarchy of Difficulty
Conclusion
Prator's reinterpretation, and Stockwell and his associates' original hierarchy of difficulty, are based on principles of human learning.
Hierarchy of Difficulty
Cliffordficulty
Hierarchy of Difficulty
Hierarchy of Difficulty
Hierarchy of Difficulty
Hierarchy of Difficulty
The Contrastive Analysis Hypothesis (CAH)
The CAH has appeal in that we commonly observe in second language learners a plethora of errors attributable to the negative transfer of the native language to the target language.