DLS 1100 Lecture : DLS NOVEMBER 10th.docx
31 Mar 2012
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Dls- november 10th chap 9 cross-linguistic influence and learner language. Define: contrastive analysis hypothesis (cah) strong vs weak versions what the criticisms are of this hypothesis. Prator"s 1970s categories (+one ex for each) pg209. Error vs mistakes overt vs covert errors global vs local errors introlingual vs intrelingual errors. Cah> the principle barrier to sll is interference from the learners first language. >compare and contrast differences to predict future problems. >the process-discribe each system then decide what area of language you want to compare+contrast. >strong -the attempt to predict difficulty be means of contrasting analysis. >weak compare in order to explain errors they have already made. >moderate- comparing spelling errors with where they came from (roman vs nonroman writing systems) >not all errors predicted by cah didn"t occur. >students from diff backgrounds made similar errors the cause of the error is not the l2. Cristicism >not all errors can be attributed to the l1l2 compare contrast.
