REVISION

Contrastive Analysis 2015

50 minutes

1. State the major objectives of contrastive analysis suggested by Lado (1957)

1. …Providing insights into similarities and differences between languages…..;
2. …explaining and predicting problems in second language learning……………..
3. …developing course material for language teaching………...
2. Match the term in column A with the definition in column B, then rearrange the steps in correct
order using the box below.

Name of the step What is done

Description A. This is a step where one decides what is to be compared with what. It
involves a search for, and identification of cross/inter-linguistic/cultural
equivalent

Prediction B. This step evaluates the degree and types of correspondence between items
under the comparison

Juxtaposition C. This step generate the hypotheses basing on the identification of the
similarities and differences of the language systems of the two contrasted
languages

Comparison D. This step includes the selection and preliminary characterization of the items
under comparison in the framework of language- independent theoretical model

Name of the step 1.Description 2.Prediction 3.juxtaposition 4.Comparision

what is done B D A C

3. Please fill in the blanks of the following sentences with a word or group of words
a) Positive Transfer (also known as 1………………), which occurs where there is a
2
………………. between L1 and L2, leading to something correct. This kind of transfer would
assist the 3………………………….
b) Negative Transfer (also known as 4……………………..), which occurs where there is
5
……………………… between L1 and L2, leading to something incorrect. This kind of transfer
would 6…………………. the acquisition process.

1. 2. 3. 4. 5. 6.

facilitation similarity acquisition interference dissimilarity impede

4. Please list the English equivalents of “giả” (at least four members) and provide the collocation
for each of the members of “giả” in the box below.
Vietnamese English equivalents Collocation
E.g. fake fake money
IMITATION IMITATION JEWERIES
ARTIFICIAL ARIFICIAL LIGHTS
Giả

FORGED FORGED DOCUMENT

FALSE FALSE HAIR
BOGUS BOGUS COMPANY
DUMMY DUMMY RUN
SPURIOUS SPURIOUS EYES
PHONEY PHONEY ACCENT
ASSUMED ASSUMED NAME
MOCK MOCK BATTLE

5. Please list the English equivalents of “wear” (at least four members) and provide the collocation
for each of the members of “wear” in the box below.

Vietnamese Vietnamese equivalents Collocation

E.g. mang mang giày
Wear

5. Juxtapose the pair of sentences below and compare to state how explicit Vietnamese is compared
to English in the translationally-equated pair of sentences in rank of sentence, clause, phrase, word,
morpheme. (see UNIT 5 page 60)
Hôm qua tôi cho mổ lợn. (Hanoi dialect)
Yesterday I had the pig slaughtered

Contrasted ranks Sentence Clause Phrase Word Morpheme

Contrasted sentences
1 1 1 6 6
Tối qua tôi cho mổ lợn.
1 1 1 6 8
Yesterday I had the pig slaughtered.
Comment:
…the two sentences are unit identical down to the rank of word. Now they begin to diverge : at the
morpheme level, the imbalance is reversed : the English sentence employs 9 morphemes whereas
the Vietnamese one uses 6 morphemes at presented follow:
Tối /qua /tôi /cho /mổ /lợn
1 2 3 4 5 6 morphemes
Yester/day /I /had /the /pig /slaughter/ed
1 2 3 4 5 6 7 8 morphemes
English is more synthetic
Vietnamese is more analytic

6. Examine the sentence below and answer the following questions

… đôi mắt của nó làm cho tất cả mọi người xung quanh đều sợ hãi.
i) List out possible translational equivalents in English for the Vietnamese sentence
1) …his eyes made everybody afraid…..
2) …his eyes frightened everybody…………..
3) …his eyes scared everbody……………………………..
……………………………………………………………………………………………..
ii) Identify the causative verb type of the English translational equivalents for the
Vietnamese causative verb (làm cho sợ hãi) in terms of morphological, syntactic, lexical categories.
E.g. làm/trấn an = to make s.b calm (down) (+ syntactic/analytic)
= to calm s.b (down) (+ lexical)

Types of causative verb Syntactic/Analytic Morphological Lexical

make sb afraid +

Frightened sb +

Scared sb +

iii) Which type of causative verbs in English (mentioned in ii) has most similarities in terms
of syntactic features (word order, sentence element, number of words/morphemes) as those in
Vietnamese?
………………………………………………………………………………………………………
iv) To show the similarities between this type of causative verb (mentioned in iii) in English
and Vietnamese, please draw a table to represent the syntactic features of the causative verbs in the
two sentences.
Language for CA Subject Causative verb Object Complement
Causer Causative process Causee Result
Vietnamese Đôi mắt của nó Làm cho Mọi người Sợ hãi
English His eyes Made Everybody Afraid

7. Examine the sentences in the box on the box below and answer the following questions.
i) Identify the cause of error of transfer in the each of the following sentences;

ii) Write the intended correct sentences in the box on the right.

Erroneous sentences Cause of error of transfer Intended Correct Sentences

My family has five people. -Intended meaning: existence (there) There are five members/persons
-Actual word: has in my family.

-kind of error: wrong/false word:

Có has

Although he was so tired, but he -Intended meaning: ........................

still kept working. -Actual word: ................................
-kind of error: ................................

I lost two hours to finish this

work.

I forgot my book at home.

I very like Coca Cola.

8. State which version of CAH goes with each of the following assumptions.

Version of CAH Assumption

Weak version This emphasizes the explanatory power of observable errors or the relative
difficulty.
Moderate version wherever patterns are minimally distinct in form or meaning in one or more
systems, confusion may result
Strong version A systematic and scientific analysis of the two language systems can help
predict the difficulties.

9. Please list the members in the field of “eat” in English (at least five members) and answer the following
questions (You can use a dictionary)
i) Make a matrix of the semantic features of each of the members of “eat”
ii) Then provide the Vietnamese translational equivalence for each of the English members, e.g. devour ≈
(ăn) ngấu nghiến
i) Make a matrix of the semantic features of each of the members of “eat” and “ăn” using the + and
-
ii) Match each members of the group in the two languages as translational equivalence.
Semantic

Feature
Members
Devour
English
Vietnam
ese

 Suggested answers for

Members in the field of “eat” in English
semantic makes a small very not polite in big very small very
feature lot of amount of quickly, pieces bites hungry
noise food

Members of
“eat”
Wolf +
Munch + +
Nibble +
Devour +
Gobble + + +
Táp
Nhai chóp +
chép
Nhấm +
Ngấu nghiến +
Ngốn + + +

Members in the field of “cook” in English

semantic To cook Fried
feature in an lightly
oven and
Members of quickly
“cook”
Bake +
Roast +
Sauté +
Poach
Steam
Nướng
Quay
Chần/trụng
Áp chảo +
Hầm

Translational Vietnamese equivalents

English e.g. bake

Vietnamese Nướng
10. Please fill in the blanks of the following sentences with a word or group of words.
You are required to write the correct word/phrase in the box provided below.
Tertium comparationis can be understood as 1 …………. platform of reference enabling the process
of contrastive analysis. It refers to the 2 ………….. part of comparison. Objects can be compared
via different 3…………. to yield the result that these objects are not only similar in some respects
but also different in others.
TC is different from the 4 ……………. in that TC is the basis of comparison without which a 5
……………. is impossible whereas similarities are just the result from the comparison.
TC and 6 ……………. are not equal either. The latter is a notion established on the foundation of
relations concerning with values and ability of substitution.

1. 2. 3. 4. 5. 6.
A common Third feature
END-TERM TEST 2015-2016
Course: Contrastive Analysis Test code: ENDCA102
Course code: 4112002 Credits: 02
ENGLISH DEPARTMENT Date: /2016 Time allocation: 45’

KEY
1. Fill in the blanks to complete the six assumptions that the CAH was based on. (2m)
1) HABIT
2) ERRORS
3) DIFFERENCES/DISSIMILARITIES
4) DIFFERENCES/DISSIMILARITIES - DIFFICULTIES
5) SECOND
6). DIFFICULTIES - EASE
2. Fill in the blanks of the assumptions in the cells on the right, then state which version of CAH
goes with each of the following assumptions. (2ms)

Version of CAH Assumption

WEAK EXPLANTORY - OBSERVABLE
MODERATE MINIMALLY – CONFUSION/DIFFICULTIES
STRONG SYSTEMATIC - PREDICT

3. Juxtapose the pair of sentences below and compare to state how explicit Vietnamese is
compared to English in the translationally-equated pair of sentences in rank of sentence, clause,
phrase, word, morpheme. (2 ms)
i) Use the figure below for the comparison of the two sentences in terms of rank scale
Contrasted ranks S Cl. Phr. Wd. Morph.
Contrasted sentences
Bầu trời dần tối sẩm lại 1 1 2 6 6
The sky is gradually darkened 1 1 2 5 8
ii) Make a comment about about the explicitness of English sentence and the Vietnamese one:
The two sentences are unit identical down to the rank of phrase. Now they begin to diverge: the
Vietnasmse uses 6 words while the English sentence employs 5 words. (At the rank of
morphemes), the imbalance is reversed when the morphemes are counted as follows:
Bầu/ trời/ dần /tối /sẩm /lại
1 2 3 4 5 6
The /sky /is /gradual/ly /dark/en/ed
1 2 3 4 5 6 7 8
English is MORE SYNTHETIC
Vietnamese is MORE ANALYTIC

4. Examine the sentences in the box on the box below and answer the following questions. (2ms)
i) Identify the cause of error of transfer (lexical or structural) in the each of the following
sentences;
ii) Write the intended correct sentences in the box on the right.

Erroneous sentences Cause of error of transfer Intended Correct Sentences

I can kill you by a finger. -kind of error: .LEXICAL ERROR I can kill you WITH a finger.
BẰNG BY
TC is different with similaities. -kind of error: LEXICAL ERROR TC is different FROM
VỚI WITH similaities.

Almost people came to the -kind of error: LEXICAL ERROR MOST people came to the
party. HẦU HẾT ALMOST party/ALMOST EVERYBODY

It’s 2 meters broad. -kind of error: LEXICAL ERROR It’s 2 meters WIDE.
RỘNG BROAD

5. Examine the Vietnamese sentences and their translational equivalents in English below, then
answer the following questions. (2ms)
Vietnamese sentence English translational equivalence
a Gió mát làm hắn bình tỉnh lại The cool breeze calmed him down.
b Sự ngoan cố của An làm hắn điên tiết An’s stubborness drove him mad.
c Bài ca đã làm nhẹ gánh lo của ta The song has lightened our load
ii) Identify the causative verb type of the English translational equivalents for the
Vietnamese causative verb (làm cho sợ hãi) in terms of morphological, syntactic, lexical categories.
 Types of English causative verb Syntactic/Analytic Morphological Lexical
calm sb. down X
Drive sb. mad X
Lighten sth. X
iii) Please draw a table to represent the syntactic features of the causative verbs in the
English sentence (mentioned in ii) that has most similarities in terms of syntactic features (word
order, sentence element as those in Vietnamese?
subject Verb object Complement
An’s stubborness drove him mad
Causer Causative process Causee Result

SAMPLE END-TERM TEST 2015-2016

Course: Contrastive Analysis Test code: ENDCA102
Course code: 4112002 Credits: 02
Date: 14/3/2016 Time allocation: 45’
ENGLISH DEPARTMENT
Name: …………………............... SCORE EXAMINER Code number
Class: ……………………………...
ID number:………………..............

1. State the major objectives of contrastive analysis suggested by Lado (1957) (1m)
-Providing insights into similarities and differences between language
-Explaining and predicting problems in second language learning
-Developing course material for language teaching

2. Write the term of the steps in column A with the definition in column B, then fill in the blanks in
columm B. (1m)
Name of the step What is done
Prediction A. This step includes the selection and preliminary characterization of the items under
comparison in the …framework.... of language- independent theoretical model
Juxtaposition B. This is a step where one decides what is to be …compared.. with what. It involves a
search for, and identification of cross/inter-linguistic/cultural equivalent
description C. This step evaluates the degree and types of correspondence between items under
the …comparison…..
comparion D. This step generate the …hypothese….. basing on the identification of the similarities
and differences of the language systems of the two contrasted languages

3. Please fill in the blanks of the following sentences with a word or group of words (2m)
a) Positive Transfer (also known as 1………………), which occurs where there is a 2………………. between L1 and
L2, leading to something correct. This kind of transfer would assist the 3………………………….
b) Negative Transfer (also known as 4……………………..), which occurs where there is 5……………………… between
L1 and L2, leading to something incorrect. This kind of transfer would 6…………………. the acquisition
process.
1. 2. 3. 4. 5. 6.
facilitation Similarity Acquisition interference dissimilarity impede
4. Please consider the list 6 members in the field of “eat” in English and answer the following questions (2
ms)
i) Make a matrix of the semantic features of each of the members of “eat” with +
ii) Then match each members of the group in the two languages as the semantic or/and translational
equivalence, e.g. devour ≈ (ăn) ngấu nghiến
Members in the field of “eat” in English
semantic makes a small swallowing taking quickly because not without
feature lot of amounts in big very you are consider interest
noise of food pieces small very polite
Members
bites hungry
of “eat”
wolf + +
munch +
nibble + +
devour +
gobble + +
pick at + +

English devour wolf munch nibble gobble pick at

Vietnamese Ngấu Ngốn Nhai chop Gặm, nhắm, Nuốt, tộng Nhấm nháp
nghiến chép rỉa
5. Juxtapose the pair of sentences below and compare to state how explicit Vietnamese is compared to
English in the translationally-equated pair of sentences in rank of sentence, clause, phrase, word,
morpheme. (2 ms)
Tối qua tôi đã đóng chặc cửa trước để ngừa kẻ trộm.
Yesterday I locked the door tightly to prevent burglaries.
i) Use the figure below for the comparison of the two sentences in terms of rank scale
Contrasted ranks S Cl. Phr. Wd. Morph.
Contrasted sentences
Tối qua tôi đã đóng chặc cửa trước để 1 1 1 12 12
ngừa kẻ trộm.
Yesterday I locked the door tightly to 1 1 1 9 15
prevent burglaries.
ii) Make a comment about about the explicitness of English sentence and the Vietnamese one:
……The two sentences are unit identical down to the rank of phrase. Now they begin to diverge: the English
sentence employs 9 words while the Vietnamese sentence uses 12 words. At the morpheme level, the
imbalance is reversed : the English sentence employs 15 morphemes whereas the Vietnamese sentence
uses 12 morphemes as presented follow :……
Tối /qua/ tôi/ đã /đóng/ chặc /cửa /trước/ để/ ngừa /kẻ /trộm/.
1 2 3 4 5 6 7 8 9 10 11 12 morphemes
Yester/day/ I/ lock/ed/ the/ door/ tight/ly/ to/ pre/vent/ burglar/i/es
1 2 3 4 5 6 7 8 9 10 11 12 12 13 14
English is more synthetic
Vietnamese is more analytic

6. Examine the sentences in the box on the box below and answer the following questions. (2ms)
i) Identify the cause of error of transfer (lexical or structural) in the each of the following sentences;
 ii) Write the intended correct sentences in the box on the right.
Erroneous sentences
My family has five people.
Although he was so tired, but he
still kept working.
I lost two hours to finish this
work.
I forgot my book at home.
I very like Coca Cola.
Cause of error of transfer
Kind of error: lexical error
Có has
-kind of error: .structual
Mặc dù …. Nhưng -> although…but
-kind of error: lexical error
Dành ….. lost
-kind of error: lexical error
Quên -> left
-kind of error: lexical error
Rất -> very
Intended Correct Sentences
There are five members/persons
in my family.
Although he was so tired, he still
kept working
I spent two hours on finish this
I left my book at home
I like Coca Cola