scholarly journals at-Tahlil Ghair at-Taqobul Litahlil al-Akhtha'

2019 ◽  
Vol 3 (1) ◽  
pp. 109
Author(s):  
Mabruroh Mabruroh
Keyword(s):  
Language Acquisition ◽  
Error Analysis ◽  
Learning Process ◽  
Word Formation ◽  
Contrastive Analysis

In learning Arabic, each student will experience difficulties in the learning process. The difficulties faced by these students will affect the process of acquiring and absorbing the knowledge channeled by the instructor. Some of the effects of these difficulties are the existence of errors in understanding the rules of writing letters (Imla '), the rules of compilation of sentences (Nahwu), the process of word formation and so forth. To overcome errors in language acquisition in learning Arabic, the theory of contrastive analysis and error analysis in learning Arabic was born. Contrative analysis aims to predict the difficulties students will face in the learning process. While error analysis aims to understand the nature of errors that occur. However, in fact error analysis is the result of reflection from contrastive analysis and complementary to one another in realizing effective Arabic learning.

scholarly journals The Nitty-gritty of Language Learners’ Errors – Contrastive Analysis, Error Analysis and Interlanguage

2019 ◽  
Vol 7 (3) ◽  
pp. 49 ◽  
Author(s):  
Bandar Mohammad Saeed Al-Sobhi
Keyword(s):  
Twentieth Century ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learners ◽  
Target Language ◽  
Theoretical Discussion ◽  
Contrastive Analysis ◽  
Linguistic System ◽  
Analysis Error

The major aim of the current paper is to review and discuss three prevailing approaches to the study of Second Language Acquisition (SLA) since the middle of the twentieth century: Contrastive Analysis (CA, henceforth), Error Analysis (EA) and Interlanguage (IL). It begins with a general overview of how the CA approach was formulated and developed and discusses the three versions of CA which were displaced later by other approaches, such as EA and IL. The paper also provides an in-depth theoretical discussion of the notion of EA in terms of its definitions, goals, significance, development, causes and procedures. The discussion about the SLA approaches concludes with a review of IL which claims that language learners produce a separate linguistic system with its own salient features, which differs from their L1 and target language. Additionally, a bulk of previous studies conducted on EA in different contexts are reviewed throughout the paper.

Testing the acquisition of English productive and non-productive derivatives by native-Arabic speakers

1996 ◽  
Vol 113-114 ◽  
pp. 203-220
Author(s):  
Nassir Saleh Al-qadi
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Predictive Value ◽  
Vocabulary Development ◽  
Arabic Language ◽  
Word Formation ◽  
Contrastive Analysis ◽  
Arabic Speakers ◽  
Native Arabic Speakers ◽  
Learning English

Abstract Vocabulary development can be achieved by helping the foreign learner of English to acquire productivity and non-productivity in English derivation. In addition, the English productive derivatives should be given special attention in teaching to and learning by native-Arabic speakers because the Arabic language is a language of derivation and it is highly productive. This paper tests how the adult native-Arabic speakers learning English as a foreign language acquire English productive and non-productive derivatives. This will be done by comparing productivity in standard written Arabic and standard written English through contrastive analysis. The concept of contrastive analysis (CA) is initially called upon the fact that Arabic is a language of productive derivation while English is a language of more than one source of word-formation; borrowing, compounding and derivation. Moreover, productivity in English is not high. Secondly, morphology is subject to avoidance phenomenon by foreign learners. Hence, the predictive value of CA and also its testing in this paper should be very helpful for English teachers to native-Arabic speakers learning English and other foreign learners, language acquisition researchers, applied linguists, methodologists and textbook-writers.

scholarly journals PROSEDUR ANALISIS KESALAHAN BERBAHASA

Diksi ◽  
2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Dawud
Keyword(s):  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
Language Learners ◽  
Language Use ◽  
Target Language ◽  
Contrastive Analysis ◽  
Pedagogical Function

An error in language use is an instance of using language in a way whichdiverges from the norms of the target language. Such errors are natural phenomenain the process of language learning. Analyses of such errors have three importantfunctions: a pedagogical function, a methodological function, and a facilitativefunction in a process of language acquisition. Such an analysis is done by goingthrough the procedure of collecting language learners' language samples,identifying the errors, then describing them, and finally explaining them.Keywords: errors in language use, error analysis, contrastive analysis

scholarly journals Role of L1 in L2 Acquisition According to Contrastive Analysis Hypothesis and Error Analysis

2020 ◽  
Vol 3 (2) ◽  
pp. 66-72
Author(s):  
Mai Thi Phuong Thao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
English Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
L2 Acquisition

In the changed context of a globalized world where English language continues to grow as a second or third language in many parts of the world, acquiring two primary languages simultaneously gains an increasing popularity. In this case, reviewing the influence of L1 on second language acquisition, i.e. language transfer, is of great importance. Though the theory of language transfer has experienced a long time of ups and downs since 1940s, up to now, it is still a central issue in applied linguistic, second language acquisition and language learning. Much of the history of this central concept has been tied in with the varying theoretical perspectives on SLA. The acceptance and/or rejection of language transfer as a viable concept has been related to the acceptance or rejection of the specific theory with which it has been associated. The article aims to compare and contrast views of the role of L1 in L2 acquisition according to Contrastive Analysis Hypothesis and Error Analysis approaches to reinvestigate how the views of L1's contributions to SLA changed in the early approaches.

Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning

2018 ◽  
Vol 10 (1) ◽  
pp. 12
Author(s):  
Mohamed Fathy Khalifa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
Universal Grammar ◽  
Natural Order ◽  
Contrastive Analysis ◽  
L2 Acquisition ◽  
L2 Learning

Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learning and shows the criticism of each theory. First, in Contrastive Analysis, the weak and strong hypotheses and types of language transfer are explained. Second, in Error Analysis, attitudes towards errors and aims, process and models of Error Analysis are described. Third, in Markedness Theory, the role of typological markedness in the explanation of L2 learning, the Markedness Differential Hypothesis (MDH) and the Structural Conformity Hypothesis (SCH) are explained. Fourth, in Universal Grammar, it is shown that L2 acquisition occurs on the basis of first language (L1) acquisition: L2 acquisition is a matter of setting the correct L2 parameters. The Language Acquisition Device (LAD) and L2 access to UG are explained. Finally, in Monitor Theory, it is suggested that comprehensible input is crucial for L2 acquisition and the five hypotheses of the theory are explained: (a) The Input Hypothesis, (b) The Learning-Acquisition Hypothesis, (c) The Monitor Hypothesis, (d) The Natural Order Hypothesis and (e) The Affective Filter Hypothesis. 

scholarly journals Articles in English L1–Persian L2 interlanguage: Transferability or task variation?

2018 ◽  
Vol 8 (1) ◽  
pp. 45-62
Author(s):  
Ma'ssoumeh Bemani Naeini
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Contrastive Analysis ◽  
Linguistic Features ◽  
Linguistic Form ◽  
Task Variation ◽  
Or Task

Aiming at describing variation in second-language acquisition and particularly, addressing the role of linguistic features and tasks, this paper describes the use of Persian articles in the interlanguage (IL) produced by two adult English L1 learners of Persian L2. Using a combination of contrastive analysis and error analysis, it takes the stand of idiosyncrasy in meaning, rather than form and the notion of specificity-based articles to identify and predict some possible instances of transfer across six elicitation tasks. It also intends to investigate whether any of the contextual features may variably influence the learners’ IL. Providing evidence for the role of transferability from the viewpoint of semantic concerns, results describe the existence of variation in relation to task, rather than just linguistic form in the subjects’ IL system.   Keywords: Articles, English L1, L1 transferability, Persian L2, task-based variation.  

scholarly journals Investigating the Impact of Interlanguage on Adult EFL Learners in Indonesia: Strengths and Weaknesses

2021 ◽  
pp. 663-671
Author(s):  
Widia Fransiska ◽  
Ali Habibi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Contrastive Analysis ◽  
Cultural Perspective ◽  
Efl Learners ◽  
Analysis Error ◽  
The Right ◽  
The Impact

The study of second language acquisition (SLA) concerns not only the way to learn a second language (L2), but also the unique language system created by language learners (interlanguage). This qualitative study analyzed EFL learners’ interlanguage by focusing on their strengths and weaknesses in speaking English, especially on phonological, grammatical and pragmatic competence in speaking English. The language data were obtained from a recorded conversation between two non-native English speakers from Indonesia. The data were analysed by referring to contrastive analysis, error analysis and the socio-cultural perspective in SLA. The results indicated that although both learners had a strong L1 accent, the learners did not face any difficulty in constructing English sentences in the right sentence order (SVO). In addition, when facing difficulties in speaking English, the learners were seen to ask and provide support to each other, as well as to talk to themselves (private speech). In terms of weaknesses, the study found that the learners often mispronounced the letter “t” in English as the sound of “t” in Indonesian, made grammatical errors in subject and verb agreement, and applied Indonesia’s pragmatic concepts when speaking English. The study suggests that it is necessary to have a positive view on learners’ interlanguage as it can be used as a tool to learn a second language. Keywords: Contrastive analysis, error analysis, interlanguage, second language acquisition, socio-cultural perspective in SLA.

A Passage in Time

2013 ◽  
Vol 46 (3) ◽  
pp. 432-432
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Learning Process ◽  
Recent Literature ◽  
State Of The Art ◽  
L2 Learning

In 1975 (Vol. 8.4, 201–218), S. P. Corder, during the course of his state-of-the-art review Error analysis, interlanguage and second language acquisition, focused on the recent literature on simplified linguistic systems and suggested that research had shown that interlanguage systems often resemble other simple codes such as pidgins or creoles ‘. . .now recognized to bear considerable resemblance to each other whatever their linguistic provenance’ (p. 211). He then went on to suggest that the study of pidginisation and creolisation may help us better understand the L2 learning process.

Error Analysis of English Sentences Written by Administrators at STIE Perbanas Surabaya, Indonesia

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Djuwari Djuwari
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Performance Appraisal ◽  
Word Formation ◽  
Test Results ◽  
Daily Lives ◽  
Writing Test ◽  
Guided Writing

Error Analysis (EA) in Second Language Acquisition (SLA) is one of the interesting studies in linguistics, especially when the errors being analyzed are made by the Indonesian people. English is a foreign language for Indonesian but this language, in STIE Perbanas Surabaya, is considered one of the components in the administration staff’s performance appraisal (PA). This paper attempts to explore the possible causes of errors of English written by the staff of STIE Perbanas Surabaya. The subjects being analyzed are the written English taken from the test results of English done recently. The data were taken from 20 sheets of test results concerning the two types of written test. The first was the guided writing test and the second the free writing test. The data were analyzed using the theory of Error Analysis (EA) by firstly, classifying into the levels of sentence construction: phrases/ word formation and sentences. It can be generalized that most of the staff were influenced by their first language (L1) in both the morphological construction and the sentence levels. It is advisable for the institution to let them exposed to English in the staff in daily lives so that they can acquire English.   Keywords - Education, Error Analysis (EA), Second Language Acquisition (SLA), L1, and L2

Which came first: Infants learning language or motherese?

2004 ◽  
Vol 27 (4) ◽  
pp. 505-506 ◽  
Author(s):  
Heather Bortfeld
Keyword(s):  
Language Acquisition ◽  
Word Recognition ◽  
Language Learning ◽  
Learning Process ◽  
Building Blocks ◽  
Speech Segmentation ◽  
Learning Language

Although motherese may facilitate language acquisition, recent findings indicate that not all aspects of motherese are necessary for word recognition and speech segmentation, the building blocks of language learning. Rather, exposure to input that has prosodic, phonological, and statistical consistencies is sufficient to jump-start the learning process. In light of this, the infant-directedness of the input might be considered superfluous, at least insofar as language acquisition is concerned.

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