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.

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 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.

World Englishes, Second Language Acquisition, and Language Contact

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.

Analysis and classification of errors when shifting from general English to ESP teaching at University (the case of legal translation)

2018 ◽  
Vol 5 (1) ◽  
pp. 148-155 ◽  
Author(s):  
Karine Chiknaverova
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
Introductory Course ◽  
Foreign Language Learners ◽  
Legal Translation ◽  
Sociocultural Characteristics

Teaching legal translation at university causes a number of challenges which are caused by linguistic and sociocultural characteristics of the corresponding original and translation texts and psycholinguistic peculiarities of the second language acquisition process. There are some aspects in teaching legal translation that are rarely under investigation, among them there are issues that arise when shifting from general English to legal translation teaching. The article aims to comprehensively analyse and classify errors that students make during the introductory course of legal translation as well as to reveal the causes thereof. The author is guided by a set of methods including inter alia analysis of research on errors made by foreign language learners, observation and representative method. It concludes with recommendations related to teaching legal translation at the introductory level, summarises sources, types of errors and the ways to minimise and avoid them. Keywords: Teaching legal translation, ESP, ESL, error analysis.

scholarly journals Language Acquisition During and After Critical Period (A Comparative Review Between Children and Adults)

2020 ◽  
Vol 12 (6) ◽  
pp. 23
Author(s):  
Muteb Ali Alzahrani
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Critical Period ◽  
Target Language ◽  
Early Age ◽  
Teaching Approaches ◽  
Comparative Review ◽  
The Impact

This research paper is a review of the previous literature that focuses on whether or not there is an influence of second language acquisition during 'critical period'. Critical period refers to acquiring a second language before the age of adulthood. Although there is no consensus among linguists on the impact of the critical period, numerous scholars in the field of second language acquisition agree that language learners gain more benefits during the critical period including mastering the phonological system of the target language. In addition, this paper compares between the potential linguistic benefits between young learners who acquire language at an early age of their lives and their older counterparts who begin learning a language after the age of maturation. Interestingly, those who start studying a second language during the critical period usually outperform their older counterparts due to their exceptional memory traits and fresh speech organs ultimately, it displays the appropriate teaching approaches based on age benefiting from the idea of critical period hypothesis. 

Second Language Acquisition: Error Analysis

1980 ◽  
Vol 1 ◽  
pp. 91-107 ◽  
Author(s):  
Jack C. Richards
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learners ◽  
Applied Linguistics ◽  
Language Performance ◽  
Language Pedagogy ◽  
Foreign Language Learners ◽  
Errors Analysis

The collection, classification, and analysis of errors in the written and spoken performance of second or foreign language learners has had a role in language pedagogy since at least the 1950s. However, in the late 60s, and paticularly in the 70s, the study of errors in non-native language performance, or Errors Analysis (EA), assumed a new role in applied linguistics. A more rigorous methodology for EA developed, and it was applied to new issues and questions within second language acquisition research. Yet, by 1980, EA was largely considered a transitional development in applied linguistics. This review considers the nature, development, and achievements of Error Analysis in the period from 1970 to 1980. We will consider EA from three perspectives, reviewing the use of Error Analysis: (1) to account for linguistic competence; (2) to identify learning processes and strategies, and (3) to provied input to language pedagogy.

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

2021 ◽  
Vol 5 (1) ◽  
pp. 251
Author(s):  
Sha Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Target Language ◽  
Contrastive Analysis ◽  
Reinforcement Theory ◽  
Stimulus Response ◽  
Analysis Theory ◽  
Similarities And Differences

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.

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.  

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