Contrastive Linguistics Lesson 1 Chapter 1 Handout For Notetaking

Slide 1
Contras tive
Linguis tics
Les s on 1
Ins tructor: Le Nguyen Nhu Anh
Slide 2
ORIENTATION
Englis h and Vietnames e Contras tive Linguis tics
Slide 3
Learning Outcomes
01 02 03
Unders tand principles Develop s ound Apply CA in differe nt
of CL: his tory, knowledge of both ESL area s :
objectives , target and na tive interlanguage, Error
methodology & la nguage s ys te ms Analys is , tra ns lation,
applications L2 writing, langua ge
typology and la ngua ge
unive rs als
Slide 4
Cours ebook
Contras tive Linguis tics

by Ping Ke
Slide 5
Official Class time: Tuesday
Important • Class 1: 10.00 AM - 11.40 AM
information • Class 2: 01.20 PM - 03.00 PM
Announcements: MS Teams
Slide 6
As s es s ments
As s es s ment 1 (40%): Multiple Choice Quiz
• Compute r - bas e d tes t cove ring contents from the firs t 3
les s s ons
• Number of items : 50
• Time allotted: 60 minute s
Slide 7
As s es s ments
As s es s ment 2 (60%): There are 2 options :
Option 1 Option 2
Write a Contras tive Analys is Es s ay Take another Multiple Choice Quiz &
- Each s tudent choos es a linguis tic Write a s ummary of a Linguis tic res earch
as pect to do a s mall CL res earch on paper
and write an es s ay to report findings . - Computer- bas ed Tes t covering
- Length: from 2000 to 2500 words contents from les s ons 4 to 7 ,
- Maximum s core: 10 (TEN) number of items : 50, Time allotted: 60
minutes
- Summary length: 200 words
- Maximum s core: 9 (NINE)
+ Tes t: 8 (EIGHT)
+ Summary: 1 (ONE)
Slide 8
Tentative Clas s Schedule

Wee k Contents
1 Chapter 1: Introduction
2 Chapter 2: The Principles and Methods of Contras tive Analys is
3 Chapter 3: Phonetic and Phonological Contras tive Analys es
4 Chapter 4: Le xical Contras tive Analys is
5 Chapter 5: Grammatical Contras tive Anlys is Part 1
6 Chapter 5: Grammatical Contras tive Anlys is Part 2
7 Chapter 6: Textual Contras tive Analys is
8 Chapter 7: Pragmatic Contras tive Analys is
9 As s es s me nt 1 | Students regis ter to either write the es s ay or
take a te s t for As s es s ment 2
Slide 9
Tentative Clas s Schedule
We ek Te s t- takers Es s ayis ts
10 No clas s , s tude nts review Les s on: “Writing a Contras tive
le s s ons for as s es s ment 2 Linguis tics es s ay”
11 the ms elve s Students s ubmit their topics and
outlines for feedback
12 As s es s me nt 2 MPC tes t No clas s , s tudents write their
13 No clas s , s tude nts write their res earch es s ays
14 s ummary of an article
15 Summary Submis s ion Deadline Es s ay Submis s ion Deadline
Slide 10
CHAPTER 1
INTRODUCTION
Slide 11
1.1 What is Contras tive Linguis tics ?
1.1.1 The Name and Nature of Contras tive Linguis tics
1.1.1.1 Linguis tics
Language is us ed by us ever y day. It is a re ality.
PHYSICAL
ASPECT
SOCIAL PSYCHOLOGICAL
LINGUISTICS
ASPECT ASPECT
3 as pects of reality
Slide 12
Language: s tructured us e of the

auditory- vocal mode of patterned human
communication => phys ically real
PHYSICAL
ASPECT
SOCIAL PSYCHOLOGICAL
LINGUISTICS
ASPECT ASPECT
3 as pects of reality
Language : created & us e d Language: human
in the human s ociety => a behavior =>
s ocial phenomenon => ps ychologically real
s ocially re al
Slide 13
THEOLOGICAL
PHILOSOPHICAL APPROACH HERMENEUTIC
APPROACH APPROACH
LINGUISTICS
MATHEMATICAL SCIENTIFIC
APPROACH APPROACH
5 approaches to the understanding of reality

Slide 14
Modern language
s tudy claims to be
an empirical
s cie nce, aiming at
SCIENTIFIC producing true
LINGUISTICS s tateme nts by
APPROACH means of
formulating
te s table
hypothe s e s
Slide 15

1.1.1.1 Linguis tics
Linguis tics is the s cientific s tudy of human language, which exis ts

primarily as phys ical, s ocial and ps ychological re alities .
Slide 16
1.1.1.2 Contras tive Linguis tics
- A branch of linguis tics
- Involves contras t or comparis on
- Method of comparis on: widely us ed in linguis tics to identify &
elabor ate on featur es of human language
Ex: to es tablis h the gr ammatical feature of the plural, linguis ts
compare diffe rent languages to identify pos s ible forms s uch as
inflection (Englis h), lexical means (Vietnames e, Chines e, etc.)
Englis h: cats , clas s e s
Vietnames e: nhiều con mèo, nhiều lớp học
Chines e : 好些猫, 多个班级
Slide 17

1.1.1.2 Contras tive Linguis tics
Types of comparis on within and be tween language s

Synchronic Diachronic
Intralingual (1) Synchronic intralingual (2) Diachronic intralingual
comparis on comparis on
Inte rlingual (4) Synchronic (3) Diachronic interlingual
interlingual comparis on comparis on
Slide 18
• Synchronic intralingual comparis on:

• Comparis on of the cons tituent forms of the phonetic,
phonological, lexical, grammatical and other linguis tic
s ys tems within a particular language during a s pecific period
of its e volution.
• E.g. Compar e phoneme s with regard to their places of
articulation, manne r of articulation, acous tic qualitie s ,
dis tributions .
syn:at 1 time
dia: dif times
intra: bên trong
inter: among
Slide 19
• Diachronic intralingual comparis on:

• Comparis on made in the s tudy of a give n language’s his tory.
• Principal method us ed by res earchers of language his tory,
etymology and othe r related branches of linguis tic s tudy.
Slide 20
• Diachronic interlingual comparis on:

• (Comparative) His tor ical Linguis tics [philology]. Started late 18 th
century.
• Concer ned with linguis tic genealogy: the es tablis hment of genetic
“families ” of language- groups .
• Compare linguis tic s ys tems of differ ent but us ually related
languages in their various s tage s of his torical development.
• Try to pos tulate or recons truct the proto- language of a group of
r elate d languages
• E.g. Pr oto- Indo- European
Slide 21
Slide 22
Slide 23
• Synchronic interlingual comparis on: 3 kinds

• Linguis tic Univers als
• Linguis tic Typology
• Contras tive Linguis tics
Slide 24
• Linguis tic Univers als

• Focus : the common features of or common patte rns
underlying the s tructures of all the language s of the world
• Goal of comparis on: to dis cove r “language univer s als ”/
“linguis tic unive rs als ”
• Que s tions of concern:
• Is there a univers al de finition of word?
• Is there a univers al de finition of s ente nce?
• Are the re any univers al grammatical categories ?

achive : find common rule aply to many lang as posible
Slide 25
• Linguis tic Typology

• Focus : the typical differences between different languages of the
world in the ir s tructure
• Goal of comparis on: to clas s ify languages accor ding to the ir
formal features
• Languages s lotted according to their preferred gr ammatical
devices : s ynthetic, analytic, inflectional, agglutinating, tone
languages .
• Languages are typologically grouped accor ding to their pre s ent -
day character is tics
Morpheme ít -> isolate
Vd: táo -> nhiều táo -> nhiều is not morpheme
Apple -> apples -> applle/s are morpheme
Slide 26
Some languages als o
have agglutinative characteris tics which
means that ideas are joined together within
words to make new meanings .
For example, in German, we can
have Hauptbahnhofgas ts tätte which breaks
down roughly as m ain + line + yard + gues t
+ place and me ans the m ain railw ay s tation
res taurant.
Recently, an initiative was re fer red to in

Germany as Das
Bundes w ehrattraktivitäts teigerungs ges etz
which is federal + arm y + attractivenes s +
increas e + law and means an attempt to
increas e the attractivenes s of the armed
force s afte r the ending of compuls ory
military s er vice .
Vd từ nhiều morpheme trong tiếng Đức
Slide 27
Slide 28
• Contras tive Linguis tics

• Scope: us ually 2 languages (more can be involved)
• Goal of comparis on: to find out the dis crepancies and
s imilarities in the s tructures of the language s be ing
compared.
Contras tive Linguis tics is a branch of linguis tics which

s tudies two or more languages s ynchronically, with the
aim of dis covering their differences and s imilarities
(es pecially the former) and applying thes e findings to
related areas of language s tudy or practice.

Slide 29

1.1.2 Micro- Contras tive Linguis tics and Macro-
Contras tive Linguis tics
Micro- Contras tive Macro- Contras tive

Linguis tics Linguis tics
Major conce rn Language s tructure Language us e
Performed on leve ls Phonetics , phonology, Text, pragmatics
of language le xis , grammar
dựa trên cấu trúc ngôn ngữ vs cách sd ngôn ngữ
Slide 30
1.2 Why Contras tive Linguis tics ?

1.2.1 The Theoretical Need for Contras tive Linguis tics
Contras tive linguis tics is indis pens able to the de ve lopment of
general linguis tics .
• Differe nt models of language can de s cribe diffe rent fe atures of
language with varying degree s of s ucces s (Trans formational
Grammar – Englis h, Applicative Generative Grammar – Rus s ian,
etc.)

Slide 31

• Chao Yue n Ren: The s o- called linguis tic the ory is nothing but
s cientific conclus ions derived from a com pre he ns ive contras tive
s tudy of the languages of diffe rent nations in the w orld. (as cite d
in Wang, 1983, p. 40)
Slide 32

• To form a really powe rful, univers ally valid language theory,
re s e archers cons tantly tes tify and modify the ories agains t
findings derived from contras tive analys es of diffe re nt
language s .
Slide 33
1.2.2 The Practical Need for Contras tive Linguis tics
The s tudy of contras tive data might s ugge s t s olutions to various
practical linguis tic problems
• Example: Inte rlingual trans lation
Slide 36
1.3 The His tory and Development of

Contras tive Linguis tics The rise of CL
- CL originated in the US during WWII
- Immigrants to US => mus t le arn Englis h
- American s oldie rs mus t learn language s of be llige rent
s tates
Urgent need to le arn foreign languages
How to teach a fore ign language in a mos t effe ctive and
economical way
Solution: Contras tive Analys is
Slide 37
Frie s (1945, p.9): “The m os t e fficie nt [teaching] m aterials are thos e
bas ed on a s cie ntific des cription of the language to be learned,
care fully com pared w ith a parallel des cription of the native
language of the le arner.”
Slide 38

- Ps ychological theory underlying this approach: s timulus -
re s pons e theory [from behaviouris m]
- Learning involve s the as s ociation of 2 entities : Stimulus (a
communicative need) and Res pons e (the utterance)
Le arn a fore ign language = communicative needs + foreign language utterances
Slide 39
- Ame rican s tructural linguis tics bloome d with methods and
procedures for conducting hie rarchical componential analys is
of the s tructure s of language
- E.g.:
He {like s to [play (tennis )]} vs "Anh ấy {thích [chơi (quần vợt)]}".
- Structural linguis tics adopts a behavioris tic approach towards

language , treating it as a product of the s timulus - res pons e
mechanis m of the humankind.
Slide 40

- The nee d for quick and effe ctive s econd language te aching
- The popularity of the be havioris t the ory of learning
- The flouris h of s tructural de s cription of language
The birth of contras tive linguis tics and its s peedy development
in the United State s in the 1940s and 1950s .
In 1941 Benjamin Le e Whorf (1897–1941) us e d the term
“contras tive linguis tics ” for the firs t time in his pape r “Language
and Logic” (Pan, 1997, p. 3)
From the ve ry be ginning of its his tory, Amer ican contras tive
linguis tics was connecte d with foreign language teaching.
Slide 41
Contras tive Linguis tics The crisis of CL
- Be ginning from the late 1960s , CL came unde r s evere criticis m
in the US be caus e :
1. The the oretical bas is of contras tive des cription appeare d to
be s hake n by newly eme rged approache s to ps ychology &
linguis tics : Be havioris t Ps ychology vs Cognitive Ps ychology;
Structural Linguis tics vs Trans formational Grammar.
2. Language learning was les s predictable from contras tive
linguis tic des cription than teache rs had been led to be lieve.
Slide 42

Contras tive Linguis tics The crisis of CL
- Error Analys ts dis tinguis h be twe en interlingual errors and
intralingual errors . CL may only pre dict the former, not the
later.
- CL los t s ome of its pedagogical impact.
Slide 43
Contras tive Linguis tics Current view of CL
- The curre nt view of CL
- A s ource for e xpe rimental s tudies into the predictability of learner
difficulty,
- Major theoretical contribution to s tudies into interlanguage
- Combination with Error Analys is as a practical clas s room res earch
tool for te achers to adjus t their teaching to the s tate of knowledge of
the ir le arners (Bas ed on J ames , 1980, pp. iii–iv).
- Contribution to the theory and practice of trans lation, to L2 writing, to
the unde rs tanding and des cription of particular languages , to
language typology, as well as to the s tudy of language univers als

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Englis h and Vietnames e Contras tive Linguis tics

Englis h and Vietnames e Contras tive Linguis tics