THE APPLICATION OF CONTRASTIVE ANALYSIS THE CASE OF LEARNING LATIN LANGUAGE

2021 ◽  
pp. 99-109
Author(s):  
Viator Lumban Raja ◽  
Jontra Jusat Pangaribuan
Keyword(s):  
Foreign Language ◽  
Contrastive Analysis ◽  
Analysis Theory ◽  
Latin Language

This paper tries to answer the question whether or not the Contrastive Analysis Theory can be applied in the methodology of teaching all languages universally. Some linguists and methodologists of teaching such as Lado, Fries, Lee, Corder, Stockwell and Martin, claimed that this theory is applicable in teaching second or foreign language. This paper will argue that it is not, and it will be supported with an example of the case I learning Latin language.

Kemahiran Bertutur Bahasa Melayu oleh Murid Cina: Teori Analisis Kontrastif

2021 ◽  
Vol 8 (1) ◽  
pp. 35-55
Author(s):  
Nor Zulaiqha Rosli ◽  
Nur Farahkhanna Mohd Rusli ◽  
Norfaizah Abdul Jobar ◽  
Norazimah Zakaria
Keyword(s):  
Second Language ◽  
Chinese Students ◽  
Contrastive Analysis ◽  
Library Research ◽  
Second Language Speakers ◽  
Analysis Theory ◽  
Grammatical Errors ◽  
Oral Speech ◽  
Mandarin Language ◽  
Speaking Skill

The acquisition of Malay as a second language, either verbally or non verbally among the non-Malay students, is still in question. It is observed that the problems of pronunciation is still prevalent among the non-Malay students. Hence, the objectives of this study are twofold; (i) to identify the level of proficiency of the speaking skill of Malay language among Chinese students, and (ii) to analyse the errors made in the speaking skill of Malay language by Chinese students based on contrastive analysis theory. The respondents were 27 Chinese Form 1 students in SMK Ampang Pecah, Kuala Kubu Baharu, Selangor. The initial design of the study was spurred by library research and observation. The instruments used in data collection included notebooks, questionnaire, recorder and texts for speech test. The data were analyzed by contrastive analysis theory by Robert Lado (1957). The findings showed that there were four aspects of pronunciation errors related consonants produced by the respondents. They were (i) sound replacement, (ii) sound addition, (iii) sound abortion, (iv) and grammatical errors. This study also shows that the pronunciation errors were due to the influence of their native language, which is Mandarin language, and the interlingual factors of the respondents that have caused them to be weak in the mastery of Malay language. In terms of implication, this study provides some understanding on the importance of mastering oral speech in Malay language through appropriate grammatical usage and pronunciation , especially among the second language speakers of Malay.

scholarly journals Similaritäts- und Kontrastrelationen in einem Lernerwörterbuch. Lemmatisierungsschwierigkeiten

2018 ◽  
Vol 142 ◽  
pp. 229-243
Author(s):  
Hanna Kaczmarek
Keyword(s):  
Foreign Language ◽  
Corpus Analysis ◽  
Contrastive Analysis

Der vorliegende Beitrag setzt sich zum Ziel, aufgrund der kontrastierenden Analyse der gewählten Wörterbuchartikel aufzuzeigen, welche Lexeme in den gängigen deutschen Lernerwörterbüchern als Synonyme bzw. Antonyme fungieren und wie diese lemmatisiert werden. Anschließend wird der Frage nachgegangen, inwieweit die bei den paradigmatischen Austauschklassen stehenden In­formationen dem potentiellen fremdsprachigen Wörterbuchbenutzer bei möglichen Fragestellungen weiterhelfen können.Similarity and Contrast in Learner’s DictionariesThe author carries out a contrastive analysis of some entries selected from monolingual learner’s dictionaries. The analysis shows which linguistic items function as synonyms and antonyms in com­monly used dictionaries and how they are lemmatized. Moreover, the corpus analysis indicates the extent to which the definitions of paradigmatically related entries may help foreign language learn­ers to correctly choose and use appropriate lexemes.

Avoidance of Phrasal Verbs—A Case for Contrastive Analysis

1985 ◽  
Vol 7 (1) ◽  
pp. 73-79 ◽  
Author(s):  
Menachem Dagut ◽  
Batia Laufer
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Teaching And Learning ◽  
Negative Transfer ◽  
Teaching Experience ◽  
Analysis Approach ◽  
Learning Difficulty ◽  
Contrastive Analysis ◽  
Phrasal Verbs ◽  
Group Structures

Schachter (1974) drew attention to the importance, in error analysis, of examining not only the L2 forms actually produced by the learners of a foreign language in their attempts to express themselves in L2, but also the L2 forms they seem consistently to avoid using. She also noted the close interrelation between such avoidance phenomena and the Contrastive Analysis approach to L2 teaching and learning: avoidance is the reverse side of negative transfer, since learners tend to avoid using in L2 those structures that have no parallel in their L1 and therefore provide them with no pattern for transfer. Of course, as Kleinmann (1977) has pointed out, “avoidance” implies that the structure in question is known to (i.e., can be passively recognized by) the learners, but not freely used by them; failure to use a structure or word that is unknown to the learners is an indication merely of ignorance, not of learning difficulty. Now a prime constructive purpose of error analysis is (or should be) to identify the sources of a learner's difficulties, as a necessary preliminary to helping him or her overcome them. Hence the importance of genuine avoidance phenomena that, when properly identified, can throw light on what would otherwise remain hidden recesses of uncertainty in the learner's mind. Levenston (1971) has convincingly argued, with numerous illustrations, that avoidance (“under-representation” in his terminology) of various English “clause (or group) structures” by Hebrew-speaking learners of English can be explained by the lack of Hebrew “translation-equivalents” for the English structures in question and the learners' consequent choice of less appropriate but more L1-equivalent structures. However, since Levenston was concerned not with avoidance phenomena as such, but rather with the evidence they provide of L1 interference with L2 learning and their stylistic effect on the learner's L2, he took the phenomena in question as established facts (on the basis, presumably, of his own teaching experience), without attempting to examine their frequency and extent.

scholarly journals Der Gebrauch des Perfekts – Ein Erklärungsmodell aus thailändischer Perspektive

2011 ◽  
Vol 49 (5) ◽  
Author(s):  
Korakoch Attaviriyanupap
Keyword(s):  
Foreign Language ◽  
Reference Points ◽  
Contrastive Analysis ◽  
Perfective Aspect ◽  
Wide Range ◽  
Speech Time ◽  
Similarities And Differences ◽  
Present Tense

In grammar and textbooks of German as a foreign language the German perfect tense (Perfekt) is mostly presented as an alternative to the preterite tense (Präteritum). However, the German perfect tense itself deserves greater attention due to its wide range of usages. This tense can mark events with reference points located either before, simultaneous with and even after the speech time. For Thai learners of German it has been established that difficulties in learning how to use the German perfect tense are not primarily concerned with problems of choosing between the perfect and the preterite but rather between the perfect tense and the present tense. This paper focuses on the aspect of "completeness", comparable to the perfective aspect, leading to different effects in the usage of the German perfect. Since German is mostly learned as a second foreign language after English, a contrastive analysis of similarities and differences between the perfect tenses in English and German have to be included in the analysis. In the conclusion, a possible description of the German perfect tense for learners of German as a foreign language is suggested.

scholarly journals CONTRASTIVE ANALYSIS OF TENSE AND ASPECT IN ENGLISH AND INDONESIAN LANGUAGE

2018 ◽  
Vol 3 (02) ◽  
pp. 131-145
Author(s):  
Ana Ratna Sari ◽  
Bejo Sutrisno
Keyword(s):  
Qualitative Study ◽  
Empirical Data ◽  
Scientific Paper ◽  
Educational Institutions ◽  
Contrastive Analysis ◽  
Tense And Aspect ◽  
Analysis Theory ◽  
Verb Forms ◽  
Object Of Study ◽  
Finite Verb

This study aims to find out the comparison between English and Indonesian terms of finite verb form, tense and aspect. Language is the medium used by human to convey the contents of their minds. Language is also an object of study in educational institutions. Examples of interesting language to study and learn are English and Indonesian language, because each of them has distinct characteristics. The method used in this research is descriptive qualitative study.  The result of this study shows that there are four groups of verb forms in English: simple, continuous, perfect and perfect continuous forms. Each of the groups has present, past, and future forms. This scientific paper will contribute empirical data from English and Indonesian language that will support contrastive analysis theory.

scholarly journals A Contrastive Analysis of Indonesian and Arabic Phonetics

2019 ◽  
Author(s):  
Sahkholid Nasution ◽  
Rahmah Fithriani ◽  
Mhd. Syahnan ◽  
Isnanini Harahap ◽  
Syafaruddin . ◽  
...  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
First Language ◽  
Qualitative Approach ◽  
Target Language ◽  
Contrastive Analysis ◽  
Arabic Students ◽  
Descriptive Qualitative

There are some factors causing some challenges for non-Arabs speakers in learning Arabic, which include non-linguistic and linguistic ones. These factors also influence Indonesian students learning Arabic as a foreign language. In general, Indonesian students find difficulties in learning Arabic due to a number of differences between Indonesian as their first language (L1) with Arabic as the target language (L2) at almost all aspects of linguistics. The process of learning L2 which does not show its linguistic equations in their L1 has led the assumption among Arabic students in Indonesia that the language is difficult to learn. Therefore, this study aims to: (1) describe the similarities between Indonesian and Arabic phonetics; (2) describe the differences between Indonesian and Arabic phonetic; and (3) offer a formulation of Arabic learning pattern for speakers of Indonesian learning Arabic to help them learn the language easier. This research applied a comparative descriptive qualitative approach. The result of data analysis shows three findings; (1) There are 16 (sixteen) similar sounds of Indonesian and Arabic phonemes; (2) There are 7 (seven) Indonesian phonemes that do not exist in Arabic; and (3) There are 13 (thirteen) Arabic phonemes that do not exist in Indonesian. Based on these findings, it is suggested that the teaching of Arabic language should prioritize the similar sounds in Indonesian and Arabic.

scholarly journals Contrastive Analysis of British and American English in Relation To Teaching English as a Foreign Language

2021 ◽  
Vol 4 (2) ◽  
pp. 2367-2372
Author(s):  
Novalina Sembiring
Keyword(s):  
Foreign Language ◽  
Research Finding ◽  
American English ◽  
Contrastive Analysis ◽  
Teaching English ◽  
British English ◽  
Descriptive Research ◽  
Similarities And Differences ◽  
The Difference ◽  
Descriptive Method

This research was a descriptive research which was aimed at finding out the similarities, dissimilarities and the contributions of the contrastive analysis on teaching English as a foreign language. The data of this research were collected through library and internet sources. The researchers use comparative descriptive method to analyse the data. The obtained results was the comparison of American and British English in vocabulary, grammar, spelling, pronunciation and the contributions of them in teaching English as a foreign language. The research finding shows that British and American English are very similar in many aspects. Even though British and American English are mostly similar, they also have some differences. The difference of British and American English can be found in terms of vocabulary, grammar, spelling and pronunciation. Among them, vocabulary is the largest one. It is suggested that lecturers and teachers aware of the similarities and differences between British and American English in teaching English as a foreign language so that it will lead to the successful teaching of English including its varieties.

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