The evidence of mother

tongue interference
1. The same mistakes of pronunciation, spelling, grammar, and vocabulary
tended to recur in the language of different individuals
2. Mistakes can be traced back to the mother tongue
3. Identify the mother tongue of the pupils solely on the basis of the recurring
mistakes that teacher had noticed
4. Errors in language learning caused by:
a. The substitution from the mother tongue of the learners
b. Differences of syllable structure
c. The identical forms of indefinite article and the numeral one in the mother
tongue
d. An overgeneralization of a rule that does apply to some English verbs
e. Wrong collocation in the mother tongue
f. Morphemes from mother tongue being used in utterances in the foreign
language (the association between –s and plural)
5. The sounds that exist in the mother tongue and their distribution and
phonology status influenced the utterance of the learners

1. The function of contrastive analysis  to predict the likely errors of a given

group of learners , and to provide the linguistic input to language teaching
Contrastive

material
Analysis

2. The result of contrastive analysis are built into language teaching

materials, syllabuses, tests and research
Mother Tongue
Error & The

3. Teaching will be directed to overcome difficulties in learning and error in

performance where there are structural differences
4. Transferring the mother tongue to foreign language in learning can be
divided into three:
a. Positive transfer (facilitation)  transferring the language that the
structure of the two languages are similar
b. Negative transfer (interference)  transferring the languages that the
structure of the two languages are different
c. Nil transfer  some elements of similarity must exist in the two languages
5. Should be carried out to provide a linguistic explanation for known errors

1. Not all errors caused by the interference of the mother tongue

Other sources 2. There are cases where transfer does not occur as predicted (at the grammatical
of error level)
3. There cases where a comparison will be predict positive transfer and therefore no
error but where does in fact occur
4. It is not always true that differences between native and target language led to error
through transfer
5. It is true that the native language is the sole sources of error
6. Hypercorrection  errors that are not caused by transfer from the mother tongue 
a form is produced correctly at first but that its use is subsequently influenced by
other learning so that it is corporate into a rule which does not apply to it
 The significance of 1. Errors are caused by a transfer from the mother tongue and those which
error : a restatement reflect the structure of the target language itself
2. Is impossible to base the content of language teaching entirely on the result s
of contrastive analysis

1. Are still explained in term of contrast but contrast on the one

hand with the mother tongue and the other within the target
language
2. Contrastive information:
a. Tells the teacher where to expect an usual degree of learning
difficulty
The application of
b. Revels effective way of overcoming the difficulty
contrastive
c. Assists in determining a teaching sequence, the other forms of
information
language through which a new item should be introduced and
contrasted, or the structural and semantic emphases that should
be made
Mother Tongue
Error & The
Methodology as fashion 1. Two distinctive view of the aims and content of language teaching
a. Traditional  sees the aim as the acquisition of the rules that underlie
actual performance and the methods as the explicit discussion of these rules
with exercises in the labeling of grammatical forms and the deductive
application of the rules
b. Modern  sees the aim as a practical mastery especially of spoken language
and the method as one which demands maximum participation on the part
of the learner
2. The alternation of these two approaches is interesting in language teaching
3. By studying language and language teaching in as scientific as possible we
should be able to make change in language teaching a matter of cumulative
improvement

1. Empirical research  to establish knowledge of language teaching

empirical research into language

objectively
The problems of conducting

2. Problems:
a. The very multiplicity of factors involved in learning
b. Teacher, pupil and situational variables
teaching

c. Personality
d. The degree to which the results can be generalized
e. The more subjects there are in the research the more difficult it is to
Linguistics and the scientific
study of language teaching

exercise proper control

f. The inadequacy of teachers technique for sampling people’s real language
proficiency

1. Language  the object of the scholar’s attention, and the study of

languages and language as a human phenomenon  linguistics
2. Language learning  depend on characteristics of the learners (to sociology
and social anthropology)
3. Linguistics  has the same subject matter as language teaching
4. Linguistics  be a field of study relevant to language teaching
The place of 5. Linguistics and language teaching
linguistics a. Linguistics has different aims from language teaching
b. In making language teaching decisions it is wrong to refer only to evidence
drawn from linguistics
c. Linguistics has influenced in language teaching cannot be taken as proving
that linguistics should influence language teaching

Insights Linguistic notion that increase one’s understanding of the nature of

language and consequently of the nature of language learning
The relation of linguistics to
language teaching

implications the study of linguistic helps to articulate the implications of many

current and proposed practices in language teaching

Language description  provide the input to the construction of

applications
teaching materials

There is much in linguistic research that contributes neither

Non-application application nor implications nor insights to language
teaching