Summary

Unit 2 CA HYPOTHESIS & LANGUAGE TRANSFER

I. CAH:
The structure of L1 affects the acquisition of L2 (Lado, 1957; Fries 1945)
Theoretical bases:
- Structural linguistics:
Detailed descriptions of particular languages from a collection of utterances produced by
native speakers (i.e. corpus)
- Behaviourist psychology:
Habit formation by means of ‘stimulus-response-reinforcement’
New learning situations helped by means of the transfer of the old habits
II. Language Transfer
1. Defining language transfer
“the influence resulting from similarities and differences between the target language any
other language that has been previously (and perhaps imperfectly) acquired.” Odlin’s (1989:
27)
2. Forms of Language Transfer
a) Positive Transfer (facilitation)
- similarity between L1 and L2, result in something correct.
- assist the acquisition process.
b) Negative Transfer (interference)
- dissimilarity between L1 and L2, result in something incorrect
- impede the acquisition process.
Contrastive Analysis Hypothesis (CAH)
Process:
(1) Structure by structure comparison of language systems
(2) yields similarities and differences that make it possible to
(3) predict easy and difficult areas for L2 learners.
Assumptions:
(1) Language is a habit
(2) L1 is the major source of errors in SLA
(3) Errors can be explained by the differences between L1 &L2
(4) The more L1 and L2 differ, the greater the chance for errors
(5) Learners must concentrate on differences between L1 & L2
(6) Ease or difficulty in learning correlate to the amount of differences or similarities between
L1 and L2
Three Different Versions of CAH

Strong version: Weak version: Moderate version:

ability to predict difficulty ability to explain observable categorization of abstract &
through CA error concrete patterns according
to similarities. & difficulties:
basis of learning

1. Obstacle to TL learning: 1. use "the best linguistic 1. Minimal distinction of

interference of the learner's knowledge available” to patterns in form & meaning
MT explain observable in systems may results in
difficulties confusion

2. Differences of L1&L2 2. Error: systematic & 2. Difficulty may not be due

trigger chance of error consistent & countable Error to difference
analysis

3. Systematic CA helps 3. Items similar to existing

predict the difficulties items may cause difficulty

4. Result of CA: reliable

source in preparation of
teaching materials, planning
of course, improvement of
classroom techniques