Questions On Contrastive Analysis And Error 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.

The approaches to Second Language Acquisition (SLA for short) have been changing and developing throughout the years. Since the beginning of the study of Second Language Acquisition, the approaches and theories of SLA have ranged from the Behaviourist approach to SLA by an American psychologist Burrhus Frederic Skinner in 1940s-1950s to Universal Grammar approach by an American linguist Noam Chomsky in 1960-1970s to the Information Processing Model introduced by Barry McLaughlin in 1983 (Malone 2012: 1). The field of SLA research nowadays includes relatively new approaches such as cognitive linguistics, as well as skill acquisition and various sociocultural theories, connectionism and many more. However,

Behaviourists believe that learning a language is no different from learning anything else. It becomes a habit by the stimulus-response-reinforcement-repetition process (Cook, 2001). The behaviourists also claim that we learn by imitation and by association (Lightbown & Spada, 2006). However, psycholinguists argue that imitation is not enough because it is not only the mechanical repetition but also natural exposure that children acquire language (Cook, 2001).

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 the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Acquiring second language is different with first language development. These differences are the learning environment, learning development, interlanguage, learning goal, knowledge transfer and others.

Researchers, such as Corder (1967) define the word ‘error’ when people do not follow grammatical rules or structures. At the basis of the accuracy-fluency controversy is the question of error. Once thought to be deviant behavior, error is now seen as a neutral phenomenon in learning of all kinds; learning to ice skate, to type, to analyze literature, to speak a first or second language. Of course, errors in written language can be due to intonation, memory lapse, or indifference and in an in-class writing situation, NES (Native English Speaker) as well as EFL (English as a First Language) students will make hasty performances errors. Generally, EFL errors are neither random, nor sporadic or deviant, instead they are systematic, regular and

Previous research has shown that there is a correlation between learner’s achievement in mnlanguage and teachers’ use of the target language (Carroll, 1975, Wolf, 1977). The maximum use of the target language may result in higher motivation as learners can realize how useful the knowledge of the target language is (MacDonald, 1993). Also, it brings about the benefits of language exposure and language gains (Inbar-Lourie, 2010). Cook (2001) also believes that the success of L2 learning depends on how learners are treated. Teachers have to provide learners with Opportunities and optimal samples for encountering the target language.

According to Houmanfar, Hayes, and Herbst (2005), the first and second languages are interrelated and the history of the first language is a participatory factor in the acquisition of the second language (L2) and its maintenance. The Contrastive Analysis Hypothesis indicates that the structure and shape of the L1 of an individual are different from those the L2 that could create errors in speaking, reading and writing (Dulay et al., 1982). Similarities and differences between L1 and L2 acquisition will be outlined in terms of various theories.

Highlight any variances between theory and practice in Qs 1 to 3 above, using illustrative examples.

This essay looks at what ultimate attainment is possible in a second language or if it is possible at all. Exploring how language acquisition takes place in a child’s life to how similar it is to second language acquisition in an adult’s life. By looking at the critical period in ones life, pieces will start to form together making it quite possible to believe that the theory of ultimate attainment actually does exist and that it may or may not be possible in a second language depending on the circumstances and the human capacity. It is unlikely that researchers and experts will never come up with a definite answer as to whether L2A is possible or not but one thing is for sure there is more evidence and studies to be found.

It is believed that younger learners are better while acquiring a second language. The common notion is that younger children learn L2 easily and

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

Interference results from the fact that old habits (the first language) must be unlearned before new habits (the second language) can be mastered (Dulat and Burt 1972). An important issue is whether in learning a second language a person inevitably uses first language and that error results from the interference of the first language? Taylor (1975) pointed out that while learning a language people over generalize language rules, reduce grammatical redundancies, and omit those rules that they have not learned.

b) Theory of acquisition – language is not an autonomous cognitive faculty, an understanding of learning process and the learners cognitive and functional prerequisites require consideration.

So, based on my result observation which the teacher’ techniques with a theory from a scientist, I can conclude that the teacher used Theories of Second Language Acquisition by Stephen Krashen. Krashen’s theory of second language acquisition consists of five main hypotheses. Every hypothesis related to the process of learning, for further information of five main hypothesis is below: