A Brief Discussion on the Application of Contrastive Analysis Theory in English Phonetics Teaching

Contrastive analysis is an important theory in second language acquisition, which aims to compare the similarities and differences between the learner’s first language and the target language, so as to predict the difficulties in second language acquisition. Although the theory has its limitations, its role in second language acquisition is undeniable. Especially for English teachers, the transfer theory and Stimulus-Response-Reinforcement theory provide a lot of guidance for phonetics teaching.

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Analisis Kontrastif Kalimat Pasif Bahasa Indonesia dengan Bahasa Inggris

Humaniora ◽

10.21512/humaniora.v3i1.3314 ◽

2012 ◽

Vol 3 (1) ◽

pp. 290

Author(s):

Djuria Suprato

Keyword(s):

Second Language ◽

Language Acquisition ◽

Qualitative Methods ◽

First Language ◽

First Language Acquisition ◽

Past Participle ◽

Contrastive Analysis ◽

Reference Library ◽

Similarities And Differences ◽

Bahasa Indonesia

The difficulty of a teacher to teach a second language to students can be addressed by contrastive analysis, where it is assumed that learning a second language is influenced by the first language acquisition. The purpose of this article is to describe the level of a comparable degree of passive sentences in Indonesian and English to provide benefits as a reference in the teaching of English as a second language. This study was conducted with qualitative methods, the reference library of resources Indonesian and English. Passive Sentences in Indonesian views of the structure using the "di", "ter" or "ke", in English we use "to be + past participle" depends on the time it happened. Context of the sentence must be considered so that the meaning contained in them can be understood. Once analyzed and searched in the matching and comparison of passive sentences in Indonesian and English, the authors have found similarities and differences which can be structurally or pragmatically.

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Some thoughts on the contrastive analysis of features in second language acquisition

Second language Research ◽

10.1177/0267658308100283 ◽

2009 ◽

Vol 25 (2) ◽

pp. 173-227 ◽

Cited By ~ 194

Author(s):

Donna Lardiere

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Universal Grammar ◽

First Language ◽

Contrastive Analysis ◽

Different Types ◽

Mapping Parameter ◽

Lexical Items

In this article I discuss the selection and assembly of formal features in second language acquisition. Assembling the particular lexical items of a second language (L2) requires that the learner reconfigure features from the way these are represented in the first language (L1) into new formal configurations on possibly quite different types of lexical items in the L2. I illustrate the nature of the problem by comparing the assembly and expression of features involved in plural-marking in English, Mandarin Chinese and Korean, and situate this comparison with respect to specific claims of the Nominal Mapping Parameter and within a discussion of parameter (re)setting more generally. I conclude with a few even more general thoughts on the role of Universal Grammar (UG) in (second) language acquisition.

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Resetting Universal Grammar parameters: evidence from Second Language Acquisition of Subjacency and the Empty Category Principle

Second language Research ◽

10.1177/026765839300900103 ◽

1993 ◽

Vol 9 (1) ◽

pp. 49-83 ◽

Cited By ~ 12

Author(s):

Sigal Uziel

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Universal Grammar ◽

First Language ◽

Target Language ◽

L2 Acquisition ◽

Empty Category ◽

Parameter Values ◽

Category Principle

This article is concerned with whether the principles of UG are available in adult Second Language Acquisition (SLA) as in child first language acquisi tion. My hypothesis is that these principles are fully available to the L2 learner, and that the process of L2 acquisition is, in fact, a process of parameter-reassignment or new assignment in which the L2 learner resets the parameter-values of the L1 to their values in the L2. In order to test this hypothesis, I built on previous work by Martohardjono (1991) and conducted a study which examined the acquisition of two principles of UG, Subjacency and the Empty Category Principle, by native speakers of Hebrew learning English as a second language. I made a series of predictions with respect to the patterns of acquisition for various constructions in the target language, based on the assumption that L2 grammars are systems of knowledge guided by the internal logic, or 'systematicity' specified by UG. These predictions were borne out by the results of my study, leading to the conclusion that UG is indeed available in SLA. My conclusion corroborates other studies in the field which have reached similar conclusions (e.g., Flynn, 1987; White, 1988 and Martohardjono, 1991).

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Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism—ERRATUM

Applied Psycholinguistics ◽

10.1017/s0142716413000015 ◽

2013 ◽

Vol 34 (2) ◽

pp. 417-417 ◽

Cited By ~ 1

Author(s):

HOLGER HOPP ◽

MONIKA S. SCHMID

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Open Access ◽

First Language ◽

Age Of Acquisition ◽

Foreign Accent ◽

Language Attrition ◽

First Language Attrition ◽

The Impact

The open access copyright line contained within this page was not included in the original FirstView article or the print article contained within this issue. We sincerely regret these errors and any problems they may have caused.

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Long-distance wh-movement and long-distance wh-movement avoidance in L2 English: Evidence from French and Bulgarian speakers

Second language Research ◽

10.1177/0267658314554939 ◽

2014 ◽

Vol 31 (2) ◽

pp. 179-210 ◽

Cited By ~ 5

Author(s):

Nikolay Slavkov

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

First Language ◽

Processing Load ◽

Long Distance ◽

Canadian French ◽

Equivalent Length ◽

Show Evidence ◽

L1 Acquisition

This article investigates spoken productions of complex questions with long-distance wh-movement in the L2 English of speakers whose first language is (Canadian) French or Bulgarian. Long-distance wh-movement is of interest as it can be argued that it poses difficulty in acquisition due to its syntactic complexity and related high processing load. Adopting the derivational complexity hypothesis, which has so far been applied to long-distance (LD) wh-movement in L1 acquisition and child second language acquisition, I argue that adult L2 learners also show evidence that questions with LD wh-movement are often replaced by alternative utterances with lower derivational complexity. I propose that such utterances, which are sometimes of equivalent length and with similar meaning to the targeted LD wh-structures, are avoidance strategies used by the learners as an intermediate acquisition resource. That is, such strategies are used as an escape-hatch from the derivational complexity of LD wh-movement. Overall, the results of this research indicate that the link between the number and complexity of derivational steps in a given structure is a fruitful area with strong potential in the second language acquisition field.

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Raadsels van tweedetaalverwerving

Dutch Journal of Applied Linguistics ◽

10.1075/dujal.1.1.11hul ◽

2012 ◽

Vol 1 (1) ◽

pp. 150-159

Author(s):

Jan H. Hulstijn

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Scientific Inquiry ◽

Multidisciplinary Approach ◽

First Language ◽

Fast Acquisition ◽

Developmental Sequences

This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

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Relativization strategies in SLA

Second language Research ◽

10.1177/0267658312455424 ◽

2012 ◽

Vol 28 (4) ◽

pp. 443-476

Author(s):

Eleonora Luzi

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Relative Clauses ◽

First Language ◽

Target Language ◽

Functional Difference ◽

Proficiency Levels ◽

Linguistic Research ◽

L1 Influence ◽

Restrictive Relative Clauses

This article examines the process of acquisition of relative clauses in second language (L2) Italian. Despite the fact that linguistic research clearly evidences a distinction between restrictive relative clauses and non-restrictive relative clauses, second language acquisition studies have so far investigated the acquisition of relative clauses disregarding this fundamental and functional difference. Based on the analysis of oral data of 96 L2 Italian students of two different Common European Framework of Reference proficiency levels (B1 and C2), this study examines occurrences of target language relative clauses and of other strategies of relativization (i.e. coordinated sentences), analysing proficiency and first language (L1) influence on distribution. The significant differences in the distribution of alternative relativization strategies between the two groups and the non-restrictive function of coordinated sentences lead to the hypothesis that there are two distinct patterns of acquisition: one for restrictive and another for non-restrictive relative clauses.

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World Englishes, Second Language Acquisition, and Language Contact

10.1093/oxfordhb/9780199777716.013.013 ◽

2015 ◽

Author(s):

Rajend Mesthrie

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learners ◽

Language Contact ◽

Second Language Learners ◽

World Englishes ◽

Target Language ◽

Political Dimension ◽

Second Languages

Although areas of potential overlap between the fields of Second Language Acquisition (SLA) and World Englishes (WE) may seem obvious, they developed historically in isolation from each other. SLA had a psycholinguistic emphasis, studying the ways in which individuals progressed towards acquisition of a target language. WE studies initially developed a sociolinguistic focus, describing varieties that arose as second languages in former British colonies. This chapter explores the way in which each field could benefit from the other. The SLA emphasis on routes of development, overgeneralization, universals of SLA, and transfer in the interlanguage has relevance to characterizing sub-varieties of WEs. Conversely, the socio-political dimension of early WE studies and the notion of macro- or group acquisition fills a gap in SLA studies which sometimes failed to acknowledge that the goal of second language learners was to become bilingual in ways that were socially meaningful within their societies.

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Impact of an interaction-oriented Japanese course on learners

Australian Review of Applied Linguistics Series S ◽

10.1075/aralss.15.08oga ◽

1998 ◽

Vol 15 ◽

pp. 123-138 ◽

Cited By ~ 4

Author(s):

Kyoko Ogawa

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Native Speakers ◽

Target Language ◽

Japanese People ◽

Language And Culture ◽

The Third ◽

The Impact ◽

Active Interaction

Abstract Neustupny (1988, 1991) recommended an interactive competence approach for second language acquisition that places a greater emphasis on learners’ active interaction with native speakers in real communicative situations. In order to have the opportunity to interact with native speakers in the target language, a conscious effort by the learners as well as support from the teachers and the community is essential. The third-year Japanese course at Monash University was designed to encourage and support learners to establish and maintain relationships with Japanese people as well as to utilise various other resources of the target language and culture. This paper examines the impact of this interaction-oriented course on learners in their establishment and maintenance of relationships with Japanese people, and cultural and social understanding. It is based on data collected during 1996 and 1997.

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Pre-Basic Varieties

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.55.11per ◽

1996 ◽

Vol 55 ◽

pp. 135-149 ◽

Cited By ~ 14

Author(s):

Clive Perdue

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Target Language ◽

Useful Knowledge ◽

Single Level ◽

Whole Process ◽

European Science ◽

The Absolute ◽

Level Analysis

Three of the traditional questions in (second) language acquisition research are: 1. What is acquired, in what order? 2. How is it acquired? 3. Why is it acquired? In this paper, I concentrate on (1) and (3), proposing a description of various learners' paths towards various L2s, and examining different factors which may explain the course of acquisition. The learners were, for the most part, recorded during the European Science Foundation's study of the spontaneous (untutored) acquisition of Dutch, French, English and German (Perdue 1993); other comparable studies will also be discussed. The emphasis is placed on the beginning stages of acquisition in an attempt to demonstrate that these stages are crucial for an understanding of the whole process. It will be argued (a) that there are stages (grammars) through which all learners pass, (b) that these stages can be characterised explicitly, but (c) the description of these stages, and of the transition between them, is not reducible to a single-level analysis, and (d) distance between (source and target) language pairs partially determines the amount of useful knowledge available to the absolute beginner.

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