Algerian people’s democratic republic

Naama university center

salhi ahmed
departement of foreign language

CONTRASTIVE HYPOTHISIS
ANALYSIS

SUPERVISION:MRS KHADEM GOUABI

GROUP MEMBERS:
SARRA BENCHIKH
Contentes:

 Definition

 History

 Contrastive analysis and second language acquisition

 Contrastive analysis and language teaching

 CA the transfer

 interlanguage
DEFINITION:
 Is the systematic study of a pair of language with a
view to identifying their structural differences and
similarities .
 Historically it has been used to establish language
genealogies.
 According to Oluikpe is:”the one in which the
similarities and differences between two (or more)
language at particular levels are explicated in the
context of a chosen of theoretical framework”.
 History:

 Lado was the first to provide a comprehensive theoretical

procedures for the contrastive study of languages. That
involved describing the language (using structualist
linguistics) , comparing them and predicting learning
difficulties .
 In Robert Lado’s linguistics Across cultures (1957) book , «
those elementes which are similar to (the learner’s) native
language will be simple for him , and those elements that
are different will be difficult ».
Contrastive analysis and second language acquisition:
 Contrastive analysis was used extensively in the field of
second language acquisition (SLA)in 1960s and early 1970s
,as a method of explaining why some features of target
language were more difficult to acquire than
others.according to the behaviourist theories prevailling at
the time, language learning was a question of habit
formation, and this could be reinforced or impeded by
existing habits. Therefore, the difficulty in mastering certain
structures in a second language (L2) depended on the
difference the learner’s mother language (L1) and the
language they were trying to learn.
 Contrastive analysis and language teaching:

 Contrastive analysis provides useful insights to

teacher who has performed a contrastive analysis
between the students L1and L2,and makes him/her
aware of real learning problems and best way(s)to
teach them(lado,1957)
 The most useful contribution that contrastive
analysis can make to language teaching lies in
predicting learning difficulties and helping syllabus
designers to produce the moste effective materials.
 CA the transfer:

There are two kinds of transfer happening:

1. Negative transfer
2. Positive transfer
 Negative transfer:

 Refers to the differences of grammatical

structure,morphology,and pronunciation of the L2
compared to the L1.
 The negative transfer is said to be the obstacle of the
students in learning L2 .
 Positive transfer:

 Refers to the similarity found in both L1in L2;be it

in grammatical structure,morphology,or
pronunciation.
 These similarities are belived to ease the students in
learning the L2.