الشريحة 1

This is a summary of the lecture of Pr.Abdelaziz_Kesbi About Contrastive Analysis.

General summary of the lecture.

Contrastive analysis means simply the systematic comparison and contrasting of the mother tongue and the target language . The assumption of contrastive analysis is that the mastery or the mother tongue has an influence on acquiring the second language. In other words, your daughter student's prior knowledge of his mother tongue has an influence on learning or acquiring second language, which is called interference. So, to do kind of contrastive analysis, we need a scientific analysis of both the mother tongue and the target language..

what do we remark is that in the Arabic language we have , the vowels are E, while. In French, for example, there are some vowels that exists in the phonemic inventory of the French language but do not exist in Arabic, such as the vowel. Learn in second language. This hypothesis of contrastive analysis has appeal is that there are many errors, which are due to negative transfer of the native language to the target language..

As I did in the previous example , for example, we can compare the phonemic inventory of the two languages, which is a little bit easier, then comparing all aspects of language which is nearly impossible. So automatically, we can come up to the conclusion that aspects of language that are similar in both mother tongue and l two will be easier to learn or to acquire. To contrastive analysis, if the rule exists in both the mother tongue and the target language, automatically, we can expect that there will be no difficulty in learning that aspect of language. In the third level, which is the case where we have a role in second language, and we don't have an equivalent one in the mother tongue..

So mainly the big difference between classical Arabic and Moroccan Arabic and then we can move to to study in English or any other foreign language . So being an English language teacher and since all our students who've been through the education system are bilingual Francophone, and then they're starting to learn English, they tend to confuse especially when we have words that look alike in terms of pronunciation. While they have nothing to do, I mean, and in my first courses in university, I try to draw attention to my students saying, Hey, pay attention though there are similarities between the French language and the English language. Now, especially when we move from Arabic to French, for example, different writing system different alphabets writing from left to right or from right to left, these are all difficulties that can face the child in his first contact with the language..

On learning second language , yes, but it's not always the case. As I said, there are errors due to the complexity of the second language itself to the transfer of learning that say the length the thing that we have learned our prior knowledge has an influence on our next learning process. Now, as far as the method adopted in contrastive analysis, this hypothesis is method neutral, whatever method you adopt, so there is no problem as long as you take into consideration the influence of the mother tongue on learning the second language. Now here when a learner is learning a second language he does not there is like, there are stages in front of the learner before reaching near full mastery of the target language..

And here before reaching that full mastery or near full mastery of second language he can devise or can come up with what we call an Interlingua which is a reduced dialects of the target language and this specific dialect was named in different ways by different applied linguists like some have called it approximative systems , others have called it inducing cratic dialects. So, it is a dialect in between, okay, before reaching full mastery of the second language and it is a normal process, it's impossible to move from zero knowledge of a language to a full knowledge of a second language without going step by step. Another question that raises is if we say that each language which is something said by structural is themselves, if we say that each language is unique, how can we compare them see one way to defend their opinion to say that compatibility does not presuppose identity. Mainly the point that I have just mentioned about the uniqueness of each language..

Referring to the present past , and in the future, this is something universal can be found in all languages, but still, each language is unique. Though as we have said, not all errors are due to first language..

Highlights of the lecture.

Definition of Contrastive Analysis.

Contrastive analysis means simply the systematic comparison and contrasting of the mother tongue and the target language. The hypothesis of contrastive analysis was deeply rooted in behaviorism and structuralism in the middle of the 20th century, when they were in their heyday..

The Hypothisis : Is rooted in behaviorism and structurulism . Barrier to second language acquisition / Interference /L1 System..

Scientific analysis of L1 and L2= classification of linguistic contrast = Predict difficulties a learner would encounter . E/U(French). Second language learning = the overcoming of the differences between the native language and the target languages ..

The hypothesis has appeal / many Errors = negative transfer of the native language to the target language . A/O/I E/U.

Four procedures in contrastive analysis Description Selection The contrast itself Prediction of error The strongest claim of the contrastive analysis Predict and describe the patterns that will cause difficulty , by comparing L1 and L2 Similar = simple.

Scales of diffulty L1 has a rule and L2 an equivalent one. L1 has a rule but L2 has no equivalent one. L2 has a rule but L1 has no equivalent one..

A strong verion of contrastive analysis Predict difficulty Strong version = unrealistic.

A weak version of contrastive analysis The weak version / interference.

Pedagogical exploitation of contrastive analysis Prediction ‘Pre- identify ‘ – What aspects will cause problems Predict difficulty.

Pedagogical exploitation of contrastive analysis C. contrastive teaching - presenenting to the learner in the same time all the terms of a linguistic system of L2, that as a system , contrasts with the correspending of L1 system ..

Pedagogical exploitation of contrastive analysis Predict errors . -Not all errors are the result of L1 interference , i.e interlingual errors / interlingual errors , transfer of training and strategies of L2 learning ..

Pedagogical exploitation of contrastive analysis B. Diagnosis of error - Weak version = diagnostic function.

Method and contrastive analysis Contrastive analysis hypothesis is method -neutral.

The Interlingua An interlingua is a fuctionally reduced as dialect of the target language. Pseudo- parallel construction in L1 and L2 should be utilised frequently at the beginning of the course..

Conclusion If languages are comparable, by what criterion are they best compared ? Comparability doesn’presuppose identity ..

Conclusion Contrastive anaysis is fraught with controrversy Criteria for comparison : The question of wether different language are comparable at all . Uniqueness of each language ..

I think this is the end of my simple effort Where your evaluation begins . We ask ALLAH to protect and bless you everywhen and everywhere Due your best intention , kindness and efforts In this life and in the other one..