First Language Acquisition And The Doubt Towards Contrastive Analysis

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Let’s examine some of the similar views and approaches to giving written feedback in the English second language classroom. The following sources; “Deciding What and When to Correct”, “Reading, Writing, and Learning in ESL: A resource book for teaching K-12 English learners”, and “Subject Matters” video, all share similar viewpoints on marking errors that are compatible with the learners proficiency level. Errors should not be marked if students have not been given explicit instruction on the particular grammar form. For example, instructors should not expect a beginner English learner to correctly use past and present verb tense in sentences if they

In fact, all against grammar arguments based their hypothesis either upon the theory of second language acquisition or the communicative approach which constituted a revolution in both theoretical and applied linguistics. This revolution, as Ferguson (2005) mentioned, gave rise to a phenomenon known as ‘grammar phobia’. Nevertheless, some linguists (e.g., Lapkin, Hart, & Swain, 1991; Swain & Lapkin, 1998) conducted research into teaching outcomes in French immersion programmes and found that learners could not attain accuracy in the use of some grammatical forms (also see Celce-Murcia, Dörnyei, & Thurrell, 1997; Ellis, 1997, 2002; Mitchell, 2000). The thing which enabled students to be good speakers at a restaurant or a café but they

Because of unlimited dimensions a language embodies, James shows that when someone is contrasting a pair of language, one should not focus on both form and structure only, but rather the way they function (their use as means of communication). A contrastive analysis considers the cultures of the society that uses the language under study. It is regarded as a linguistic approach which believes that the mother tongue is the sole source learners’ errors. Lado (1975:2) argues: interference of mother tongue causes error and difficulties in foreign language learning… individuals tend transfer their native language and culture to the foreign language. Contrastive analysis is quite useful in predicting difficulties of the second language

practice and the demonstration of the outcomes of learning, which is an indispensable way for teachers to examine and assess students’ learning process. Moreover, Anthony’s study of output as product and process points that in spite of a great amount of input from outside, the gap of language proficiency between native speakers and second language learners still exists. In other words, there is no way to completely master a second language only by means of input, and at the same time, admittedly, output exerts an irreplaceable

As Ali Akbar acknowledges in his paper “Error analysis and second language acquisition” (2012) error analysis (EA) started from scholars realization of errors that English students make when writing or speaking in the TL. This usually happened because of a self-governed behavior, which relates to the repetitiveness of mistakes and not correcting them.

Language is acquired through steps, and is a gradual, lengthy process, and one that involves a lot of apparent 'errors '. Those who strive to own cultural and linguistic competence and to live it are on

There are two different and contrasting arguments about whether L1 should be used in the foreign language classroom and today the English-only policy is a topic of heated debate. While some believe that L1 interferes with the acquisition of the target language, others think that it can be appropriately used in the classroom in specific occasions. According to Nation (2003), the use of the first language has a small but important role and there are many reasons for its use in the classroom. Although the use of L2 is pivotal when learning a new language, L1 should be used as well in order to facilitate the understanding of complex concepts (e.g. grammar rules, expressions and vocabulary), to assess comprehension as well as to use class time efficiently (Atkinson, 1987). In “Using L1 in the L2 Classroom”, Schweers (1999) reported a crucial statement written by Auerbach (1993): “Starting with the L1 provides a sense of security and validates the learners’ lived experiences, allowing them to express themselves. The learner is then willing to experiment and take risks with English.” These brief sentences explain that the use of L1 in the language classroom has positive and favorable aspects which will allow a valuable and efficacious learning of the new language.

Error Analysis is one of the major topics in the field of second language acquisition research. Errors are an integral part of language learning. The learner of English as a second language is unaware of the existence of the particular system or rule in English language. The learner 's errors have long been interested for second and foreign language researchers. The basic task of error analysis is to describe how learning occurs by examining the learner 's output and this includes his/her correct and incorrect utterances. There are two major approaches to the study of learner 's errors, namely contrastive analysis and error analysis. Error analysis cannot be studied properly without touching upon the notion of contrastive analysis. Contrastive analysis and error analysis have been commonly recognized as branches of Applied Linguistic Science.

The precise role that can be played by the learner’s first language (L1) in the process of acquiring a second language has not been explicitly agreed upon. However, the issue of whether to utilise the L1 in the classroom has remained at the forefront in the English language teaching arena. Mattioli (2004, P.21) highlights that ‘most teachers tend to have opinions about native language use, this can depend largely on their training and in

Finally this study could possibly lay the ground for the grater deal of further research in the field of foreign language learning. Many other questions may be raised about the findings of the study.

1998; Norrish, 1983; Ellis, 1995; Ziahisseiny, 1999; Keshavarz, 2003, 2006; Darus, 2009). Results of these studies were applied in the second and foreign language teaching and learning. It was assumed that (Corder, 1967, 1971 & 1974) the learners learn the second and foreign language in the same way, to some extent, as the children acquire their first language. While acquiring their first language, children also make a lot of errors and mistakes. Corder made a distinction between the error and mistake (Corder, 1974: 259). The difference is listed below:

1 UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTIC AND LITERATURE REFLECTION PAPER TESOL-MA Program Course: Advanced Teaching Methodology Name: ân ĐClass: 2016-B Instructor: ương, Ph.D. Taking the course of MA on TESOL, whose design is research-oriented, post-graduates are required to accomplish credit subjects including Advanced Teaching Methodology. It is obviously an opportunity for master students not only to review what they have learned but also to have an in-depth insight of issues related to teaching and learning English as a foreign language. Two-third of a nine-session course passed and it is time for course learners to take a look back on what they have experienced via a reflection paper. From a very personal perspective, in the one hand, this paper is going to summarize what have been presented and discussed throughout six weeks; and in the other hand, it includes certain points that the writer himself have interests in. The first session of the course focused on knowing of English language learners. In order to help learners achieve success in conquering a second language, it is important that teachers should pay careful attention to what their learners’ role is, viewing from both inside and outside the classroom. In addition, learners’ extrinsic and intrinsic motivation must be also taken into account if the teacher wants to

This study intended to investigate by using Error Analysis (EA), the writing errors caused by the interference the first language (Persian language), in two writing kinds: narration, description, by Iranian EFL students that are 20 English paragraphs written by the participants, who study in Torbat Azad University .The results showed that the first language interference errors fell into 11 categories: lexico-semantic errors, error in use of tenses, wrong use of active and passive voice, error in use of relative clauses & relative pronouns,

In order to analyse the sentences part of our study, it is paramount to take into account the five central processes Selinker accounts for the different erroneous utterances a learner produce within his interlanguage; and which may become fossilized affecting the learner for a lifetime. Selinker (1972) classifies those process as: