CONTRASTIVE ANALYSIS

CHAPTER 8

SUPERSTRUCTURE
Contrastive analysis is viewed as an interlinguistic, which is concerned with
both the form and function of language. The model is discussed in terms of the
characteristics of word acquisition and of the relation between words and
sentences,

such

as

contrastive

analysis

must

view

language

psycholinguistically and sociolinguistically as a system to be both described and

acquired for a psychological component in the analysis.
MACROSTRUCTURE
This concept Setting a hypothetical framework ,this approach concentrating on
syntax examines the effect of contrastive analysis of alternative descriptive
models-structuralist, transformational-generative, and case grammar, The
models are used as means general grammatical categories applicable to all
descriptive, the practical application of contrastive analysis presented at various
language levels for Make the contextual side of language, this text implements
macro linguistic approach in a discussion of pragmatics, text, conversational
analysis, and contrastive discourse.
Contrastive analysis is a valuable instrument for educators interested in
correcting their teaching to their students' knowledge. The base lists locations
and directors of various contrastive analysis projects. Contrastive analysis is
presented as a convenient contributor to studies in interlanguage and the
probability of learner difficulty. Combined with error analysis.
Many authors try to find out the causes of the problems to be applied in
language teaching, to minimize the problems. They suggest contrastive
analysis, error analysis, interlanguage theory. Contrastive analysis is the
systematic study of a pair of languages with a view to identifying their structural

differences and similarities between the first language and the objective
language based on the rules that: the similarities facilitate learning while
differences cause problems, hierarchy of difficulty ,markedness and universal
grammar, interlanguage Via contrastive analysis, problems can be predicted
and considered in the curriculum.
In the heyday of the CAH , attempts were made to formalize the prediction
stage of contrastive analysis and to remove some of the subjectivity involved ,
Clifford Prator captured the essence of this grammatical hierarchy in six
categories of difficulty such as transfer , coalescence , under differentiation,
reinterpretation , over differentiation , split .
MICROSTRUCTURE
The aims of Contrastive Analysis can be identified as follows to make foreign
language teaching more effective, to find out the variations between the first
language and the objective language based on the conventions such as foreign
language learning is based on the mother tongue, similarities facilitate learning
(positive transfer), differences cause problems (negative transfer/Interference),
via contrastive analysis, problems can be predicted and deliberated in the
curriculum. But, not all problems predicted by contrastive analysis always
appear to be difficult for the students. On the other indicator, many errors that
do turn up are not predicted by contrastive analysis.
An important result of error analysis is that many learner errors are produced by
learners making defective inferences about the rules of the new language.
These errors can be divided into three subcategories: over generalization,
incomplete rule application, and the hypothesizing of false concepts, the most
linguistic agree that contrastive analysis and error analysis alone can't predict or
account for the uncountable errors met in learning English.
From the preceding argument, some conclusions can be drawn as follows:
Contrastive analysis is the systematic study of a pair of languages with a view to

identifying their variances and resemblances with the assumption the different
elements between the native and the target language will cause learning
problems,

however many errors that do turn up are not predicted by contrastive analysis.
Error analysis was another option to contrastive analysis. Error analysis was
evaluated for diagnosing student learning problems due to their "evading" of
certain difficult L2 elements.
Interlanguage is a continuum process between the first language and the target
language along which all learners traverse. It is self-motivated (constantly
adapting to new information) and influenced by the learners.
Some techniques for error correction are: putting responsibility for error
correction primarily on the student, post-lesson opinion. The cognitive, affective,
negative, positive feedback should be given sufficiently and appropriately. We
must elude is the punitive reinforcement.

Michael Mndez