2.2 第二语言习得概论(Rod Ellis): The Role of the

1. Contrastive Analysis (for error prediction)

(1) Intro

① Contrastive Analysis covers many areas including SLA

② 2 aspects

1) psychological aspect: based on behaviorist learning theory

2) linguistic aspect: based on structuralist linguistics

(2) The psychological aspect of Contrastive Analysis

① Contrastive Analysis Hypothesis

1) Strong form: all L2 errors are interference errors can be predicted by identifying the differences of L1 and L2

2) Weak form: not all errors are the result of interference thus contrastive analysis is diagnostic and needs to work with Error Analysis

② de facto contrastive analysis

1) a pseudo procedure to hypothesize that the errors are interference errors

2) because: strong form is proven to be wrong and weak form is unnecessary

③ Psychological aspect

1) the conditions under which interference takes place

a. variable 1: setting

a) naturalistic SLA: the chance of extensive and intensive contacts with TL

b) classroom SLA: strengthened proactive inhibition for ss use L1 between classes

b. variable 2: the learner’s stage of development

a) elementary ss: transfer

b) intermediate ss: overgeneralization of TL rules

2) psychological aspects is supplement to linguistic aspects but lack a well-developed psychological theory

(3) The linguistic aspect of Contrastive Analysis

① model of structuralist linguistics

1) structural linguistics: detailed “scientific description” of languages based on a description of the different categories that make up the patterns of a language

2) Contrastive Analysis: the differences among languages

3) Chomsky’s theory of grammar: How can an effective comparison be executed if languages do not have any categories in common

② contrastive studies

1) surface structure characteristics (structuralist)

2) procedure

a. description: formal description of the two languages

b. selection: entire subsystems or areas(error analysis→difficulty)

c. comparison: difference and similarity

d. prediction: areas that are likely to cause errors

3)  degrees of similarity and difference

a. No difference

b. Convergent phenomena: two items in L1 → one item in L2

c. An item in L1 is absent in L2

d. Difference of item distribution in L1 and L2

e. No similarity

f. Divergent phenomena: one item in L1 → two items in L2

4) linguistic differences & learning difficulty

a. hierarchy of difficulty: 难度从a到f

b. psychological considerations

5) areas

a. phonological systems → “foreign”accent (most)

b. contrastive syntax → Contrastive Structure Series (some)

c. vocabulary and culture (few)

(4) Conclusion

① the major problems:

the relationship between the psychological and the linguistic aspects of Contrastive Analysis

1) the accuracy of prediction will be in doubt

2) the hierarchy of difficulty will be inadequate

② test out theory by examining the language that learners produce