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CONTRASTIVE ANALYSIS HYPOTHESIS Procedure: 1. Describe first language and second language. 2. Identify Differences. 3. Create a hierarchy of levels of difficulty. 4. Develop Curriculum based on hierarchy. Strong Version of Contrastive Analysis Hypothesis (CAH): Wardhaugh 1. A priori predictions will present error problems. Weak Version of CAH—Cross-Linguistic Influence (CLI): 1. Emphasis on influence rather than prediction 2. Analyze errors a posteriori. 3. Collect large speech or writing samples and analyze them. ERROR ANALYSIS PROCEDURE (Brown) 1. Identify errors – consistent, incorrect patterns a. overt - sentence level b. covert - discourse level 1 2. Error category - description a. addition b. omission c. substitution d. ordering 3. Error category - linguistic a. phonological b. morphological c. syntactic d. semantic e. mechanical 4. Identify pedagogical intervention strategy ERROR ANALYSIS PROCEDURE: Overt Errors With Plausible Interpretations (Local) 1. Make a well-formed reconstruction of the sentence in the target language. 2. Compare a reconstructed sentence with the original idiosyncratic sentence. In what respect did they differ? A. Domain i. error description: addition, omission, substitution, ordering ii. error level: phonology, orthography, lexicon, grammar, and discourse. B. Extent: What needs to be deleted, replaced, supplied, or reordered in order to repair the sentence? 2 3. Determine the source of the error A. Interlingual transfer (negative transfer) B. Intralingual transfer (overgeneralization) 4. What stage is the learner in her development? Error Stages 1. The random error stage: learner has no systematic idea about a given structure. Examples: spelling one word in several different ways, using same word in several different ways, using verb tense correctly sometimes but not predictably. 2. The emergent stage: learner is growing in consistency in production, and errors are systematic. Learner cannot necessarily correct errors when they are pointed out by someone else. 3. The systematic stage: leaner is even more consistent; production is approaching target forms. Learner can correct their errors when pointed out to them. 4. The stabilization stage: learner has relatively few errors and can self-correct. 3 Discussion Questions 1. Lightbown & Spada examined the influence of formfocused instruction and corrective feedback on communicative teaching. What has previous research on this topic indicated? 2. What do we learn about this important topic based on their results and conclusions? 4 Tips to “Defossilize” Fossilized Errors Form-focused instruction inductive approach learner readiness (sequencing) focused correction o in speaking o in writing in combination with predominantly communicative-based instruction (CBI) learner motivation and commitment acknowledgment of errors on part of listener STEP TASK 1 .......................................copy 2 ......................................a vs. an 3 ......................................masculine to feminine 4 ......................................plural to singular 5 ......................................singular to plural 6 ......................................affirmative to negative 7 ......................................present to past 8 ......................................present to pres. progressive 9 ......................................present to future 10 ....................................present to present perfect 5 11 ....................................past to past perfect 12 ....................................direct to reported speech 13 ....................................reported to direct speech 14 ....................................reported to direct speech when speaker is unclear 15 ....................................active to passive voice 16 ....................................passive to active voice 17 ....................................affirmative to negative (no, never) 18 ....................................replacing nouns with hyphenated adjectives 19 ....................................changing clauses into noun modifiers (man who loves peace=peace loving man) 20 ....................................change phrase to one or two hyphenated words. 21 ....................................word replacement (synonyms) 22 ....................................condensing sentences 21 ....................................sentence combining (and, but, or) 22 ....................................sentence combining (who, which) 23 ....................................sentence combining (if, when, although, because) 26 ....................................sentence combining in shortest, clearest way 6 Historical View of Errors View of Learning Behavioristic ALM View of Errors Undesirable False-learning Error Treatment Overt & immediate correction Giving correct answers Cognitive inevitable intentionally ignored Long (1977) evidence of language development no treatment informational hypothesis-testing Error-making and its repairing are parts of interaction self-repair other repair (teacher, peers) NNS-NNS peer correction is also beneficial Interactional Kasper (1985) Gass and Varonis (1985) negotiation of meaning 7