What are the principles of contrastive analysis?
A classical contrastive analysis consists of three steps, not always clearly distinguishable in the analysis itself but always tacitly assumed: (1) description; (2) juxtaposition; (3) comparison, i. e., contrastive analysis in the strict sense.
What are the various types of contrastive analysis?
Since contrastive analysis can be carried out in different linguistic frameworks, there are the structural, transformational, stratificational, or systemic contrastive studies.
What are the steps of contrastive analysis?
A contrastive analysis must proceed through four steps: description, selection, contrast, and prediction.
Who is the father of contrastive analysis?
The main idea of contrastive analysis, as propounded by Robert Lado in his book Linguistics Across Cultures (1957), was that it is possible to identify the areas of difficulty a particular foreign language will present for native speakers of another language by systematically comparing the two languages and cultures.
What are the benefits of contrastive analysis?
Contrastive analysis can help teachers to :
- Design teaching and learning materials (methodology)
- Engage learner in activities to be a good user of target language.
- Evaluate text books.
- Pay attention to the structure of the texts beyond sentence level.
What is meant by 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 to establish language genealogies.
What is contrastive analysis in applied linguistics?
Contrastive analysis hypothesis is an area of comparative linguistics which is concerned with the comparison of two or more languages to determine the differences or similarities between them, either for theoretical purposes or purposes external to the analysis itself.
What are the main objectives of contrastive analysis?
The goal of contrastive analysis is to predict linguis- tic difficulties experienced during the acquisition of a second language; as formulated by Lado (1957), it suggests that difficulties in acquiring a new (second) language are derived from the differences between the new language and the native (first) language of …
What is the aim of contrastive analysis?
Contrastive analysis (CA) is the systematic comparison of two or more languages, with the aim of describing their similarities and differences. CA has often been done for practical/pedagogical purposes. The aim has been to provide better descriptions and better teaching materials for language learners.
What kind of study is contrastive linguistics?
Contrastive linguistics is a practice-oriented linguistic approach that seeks to describe the differences and similarities between a pair of languages (hence it is occasionally called “differential linguistics”).
What is the importance of contrastive linguistics?
What is the meaning of contrastive analysis?
What is tertium comparation in contrastive rhetoric?
In contrastive rhetoric the concept of tertium comparationis or common platform of comparison is important at all levels of the research: in identifying texts for building comparable corpora,… Why is a raven like a writing-desk?
What are the two types of corpora used in contrastive analysis?
Following an outline of the two main types of corpora used in contrastive analysis—comparable and parallel bidirectional—a discussion of how they relate to different tertia comparationis is presented. This is further illustrated in a case study where the same phenomenon is investigated based on the two types of corpora.
What’s new in contrastive linguistics?
Contrastive analysis and corpora Contrastive linguistics has been given a new lease of life by the advent of digital language corpora. directly benefit error analysis) and (ii) multilingual corpora.
What are applied contrastive Comparatives of languages?
Applied contrastive comparisons of languages, on the other hand, are often asymmetrical or “directed.” This is typically the seen as potential sources of difficulty in f oreign language learning. quickly throughout the 1950s and 1960s.