Contrastive linguistics: Approaches and methods theoretical foundations
tải về 25.4 Kb.
|
|
Contrastive linguistics: Approaches and methods THEORETICAL FOUNDATIONS CA was first developed by Charles Fries (1945) as an integral component of the methodology of FL teaching. It was noted that in learning a FL, the learner tended to bring with him the knowledge of the L1, and suggested that this should be taken into consideration in teaching the L2. So, the psychological foundation of CA is transfer theory, substituting the L1 for the prior learning and the L2 for the subsequent learning. According to CA, the most effective materials for teaching a L2 are those that are based upon a scientific description of the language to be learnt, carefully compared with a parallel description of the native language (NL hereinafter) of the learner. The best way to achieve this was to undertake a comparative analysis of L1 and L2. Given this, CA assumes that those elements that are similar to the NL will be simpler to the learner, and those that are different will be difficult. Therefore, it is recommended that pedagogical materials be designed which would address the target language (TL hereinafter) in a systematic fashion based on the predicted difficulty of structures as derived from CA. It is believed that, carrying out 'CA' as well as planning the ϐitting course outline and instruction materials is as a result of the effort put in by Lane as cited by (Ammar and Nina, 2006). Such analyses were envisioned to be carried out in terms of forms, meaning and distributions of linguistic and cultural units in both L1 and L2. Three major sources contributed to a general rationale for conducting CA studies: First, the observation by students of language contact of the phenomenon of interference. Such a phenomenon was defined by Weinrich as "those instances of deviation from norms of either language which occur in the speech of the bilinguals as the result of their familiarity with more than one language"(cited in Bowers, 2002, 186). The practical experience of teachers of FL and their identiϐication of deviations attributed to the learner's mother tongue (MT hereinafter) provide the second source, whilst the learning theory of interference within L1 based on findings in psychology constitutes the third dimension. Given the above rationale, CA can be viewed in terms of three separate approaches: First, the purely linguistic approach, which maintains that CA is nothing more than contrasting for the sake of contrasting and the new knowledge it might provide. The second approach, on the other hand, maintains that CA is capable of encompassing all the errors which occur in SLA. Finally, there is a third position somewhere between these two points of view that contends that CA has been relegated much too high a position in language learning in the past, and further, on its own merits. CA does not hold a legitimate position in the general scheme of language teaching. tải về 25.4 Kb. Chia sẻ với bạn bè của bạn:
|