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Pedagogical Materials 1. the Yugoslav Serbo-Croatian-English Contrastive Project

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Pedagogical Materials 1. the Yugoslav Serbo-Croatian-English Contrastive Project DOCUMENT RESUME ED 121 088 FL 007 551 AUTHOR Filipovic, Rudolf, Ed, TITLE Pedagogical Materials 1. The Yugoslav Serbo-Croatian-English Contrastive Project. INSTITUTION Center for Applied Linguistics, Washington, D.C.: Zagreb Univ. (Yugoslavia), Inst. of Linguistics. PUB DATE 71 NOTE 114p.; For related documents, see ED 096 839, ED 108 465, and FL 007 537-552 AVAILABLE FROMDorothy Rapp, Center for Applied Linguistics, 1611 N. Kent St., Arlington, VA 22209 ($3.00) EARS PRICE MF-$0.83 HC-$6.01 plus Postage DESCRIPTORS *Contrastive Linguistics; Descriptive Linguistics; *English; Error Patterns; Form Classes (Languages); Instructional Materials: *Language Instruction; Morphology (Languages); *Second Language Learning; *Serbocroatian; Syntax; Teaching Methods MENTIFIERS *Error Analysis ABSTRACT The first volume in this series on Serbo-Croatian-English contrastive analysis contains six articles. They are: "Contrastive Analysis and Error Analysis in Pedagogical Materials," by Rudolf Filipovic; "Errors in the MorOology and Syntax of the Parts of Speech in the English of Learners from the Serbo-Croatian-Speaking Area," by Vera Andrassy: "Errors in the Morphology and Syntax of the Verb in the Speech of Learners of English in the Serbo-Croatian-speaking Area," by Jasna Bilinic; "Errors on the Syntax of the Sentence in the Speech of Learners of English in the Serbo-Croatian-Speaking Area," by Stanka Kranjcevic; and "Teaching Problems in Presenting Modal Verbs" and "Teaching Problems in Presenting Relative Pronouns," both by Mirjana Vilke. (CLK) *********************************************************************** * Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS) . EARS is not * * responsible for the quality of the original document. Reproductions * * supplied by EARS are the best that can be made from the original. * **********************************404*********************************** CO THE YUGOSLAV SERBO-CROATIAN-ENGLISH CONTRASTIVE PROJECT Director: Professor Rudolf FilipoviC Ph. D. C. PEDAGOGICAL MATERIALS I U I DEPARTMENT OP HEALTH, EDUCATIONS WELFARE NATIONAL INSTITUTE OF Center for Applied EDUCATION THIS DOCUMENT HAS BEEN REPRO Linguistics bucE 0 EXACTLY AS RECEIVED PROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OP VIEW OR OPINIONS STATED CO NOT NECESSARILY REPRE SENT OCccAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY ZAGREB, 1971. INSTITUTE OF LINGUISTICS Faculty of Philosophy, University of Zagreb Zagreb, Yugoslavia CENTER FOR APPLIED LINGUISTICS Washington, D, C., USA 2 THE YUGOSLAV SERBO-CROATIAN - ENGLISH COM RASTIVi, PROJECT Director: Professor Rudolf Filipovid, Ph. D. C. P'E'DAGOGICAL MATERIALS 1 J Rudolf PilipoviC: Contrastive Analysis and Error Ana:ysis in Pedagogical Materials Vera Andrassy. Errors in the Morphology and Syntax of the Parts of Speech in the English of Learners from the - Serbo-Croatian-Speaking Area 7 Jasna Bi lituCt Errors .n the Morphology and Syntax of the Verb in the Speech of Learners of English in ite Serbo-Croatian-Speaking Area 32 Stanka Kranjavid Errors in the Syntax of the Sentence in the Speech of Learners of English in the Serbo-Croatian-Speaking Area 60 Mirjana Vilke: Teaching Problems in Presenting Modal Verbs 81 Mirjana Vilke. Teaching Problems in Presenting Relative Pronouns 98 Editedby RUDOLF FILIPOVId ZAGREB, 1971 INSTITUTE OF LINGUISTICS Faculty of Philosophy, University of Zagreb Zagreb, Yugoslavia CENTER FOR APPLIED LINGUISTICS Washiagton, D.C., USA 3 Rudolf Filipovid (University of Zagreb) CONTRASTIVE ANALYSIS AND ERROR ANALYSIS IN PEDAGOGICAL MATERIALS Each analyzer an the Project, working on his topic, aims at writing 4 paper which contains three parts, the third being a pedagogical section giving practical implications usable in teaching. This part is.further elaborateu into a special contribution, a specimen of teaching materials demonstrating the applicability of the findings of the contrastive research. These contributions are worked out by pedagogical collaborators (specialists in English teaching methods) together with the analyzers, not only on the basis of onirastive research but also of error analysis. Since the beginning of our organized research on Serbo-Croatian - . contrastive analysis within the Yugoslav Serbo-Croatian - English Contrastivc Project in 1546, we have believed that Practical application, i.e. the work Q11 pedagogical implications, has tLe based on the findings of the contrastive research and the analysis of errors, on the analyzers' personal experience with errors (being practical teachers of English and having been themselves once learners of English, they have considerable practical knowledge), and on the knowledge of pedagogical collaborators, specialists in English teaching methods, v.r.o know what,, should be done with learners' errors when teaching English in the Serbo-Croatian-speaking area. Even before this organized contrastive work, Professor Owen Thomas1 (of Indiana University) and I started some woik on error analysis in 1966 by 4 -2 - noting down the speech of learners of English. Later our work was taken over and continued by three post - graduate students of 011 vs, with the intention of using it as a basis for their research on error analysis. They went on nterviewing more learners so as to get a big enough corpus to start examining the system of errors made by Serbo-Croatian-speaking learners of English. This research has resulted in three NI, A. theses, The frame title for the research is Syntactic and morphological errors in the speech of learners of English in the Serbo-Croatian-speaking area. Within this gone-piobiorn-,-each-thesJs-examlnos-one-group.of-e-rror-s___-____ a) Errors in the Morphology and Syntax of the Parts of Speech in the English of Learners from the Serbo-Croatian-Speaking Area;2 b) Errors in the Morphology and Syntax of the Verb in the Speech of Learners of English in the Serbo-Croatian-Speaking Area;3 c) Errors in the Syntax of the Sentence in the Speech of Learners of English in the Serbo-Croatian-Speaking Area4 . The basic problem these theses have dealt with is to find: II errors in the use of the English parts of speech, following the traditional. -grammar division. a) noun, b) pronoun, c) adjective, d) article, e) verb, fl adverb, g) numeral, h) prepositionand 2) errors in the use of main parts -4 of the sentence (subject, predicate, object, adverbial modifier). Any deviation from the rules for producing grammatical sentences is .-onsidered an error. Analysis of ttf, material shows the following deviations from correct English sentence structure. a) deviations from correct -.vord-order; b) omission of elements, e repetition of elements; d) superfluous elements; ei incorrect embedding of clauses; fl errors in building eonstructionssmaller than elitism -3. Deviations from the rules in some parts of speech are of both morphological and lexical nature, in others lexical only, due to the limited number of forms in English morphology. The classification of the material was carried out according to the correct forms and structures, so that the deviations would come out clearly. In the analysis, the correct form of the sentence 45 given first, and then the ungrammatical English sentence is contrasted with its correspondent sentence in Serbo-Croatian. Finally the error is pointed out, together with possible reasons for it. The authors' investigations have shown several causes for deviations. 1) One of the main causes of morphological and syntactic errors is interference from the native a agua ge . The conflict between a highly inflected language like Serbo-Croatir.n and a lass inflected one like English is particularly obvious in sentence structure. While the former has a relatively free word-4.rtlt:i, in the latter the order is fixed, which causes frequent syntactic errors I., tiw Serbo-Croatian-speaking area. 2) A great number of morphological errors are due to incorrect analogies which a learner tries to establish within the foreign langui ge. Tie tries to apply a general rule to all cases (e.g. adding the plural ending -s to all nouns including those with different plural forms, or the comparative endings -er to all adjectives, etc.). 3, A deviation from the rules can be caused by the fact that the learner knows or is learning another foreign language. He applies the rides of the 6 -4- other language to English and makes a different kind of error. 4) An interesting type of deviation appears in the so-called "transitional phase" through which every learner passes when learning a foreign language. In this phase he has given up his native language system as a model, but has not yet completely mastered the system of the target language. In this phase the stimulus "new" means to him "different from the native language" and so he omits or adds elements in the sentence6 5) A further cause of deviations at all levels (morphological, syntactic and lexical) is incomplete mastery of the foreign language system due to the teaching methods used. Our experience shows - and a large number of errors confirm - that new structures are often introduced before the preceding ones have been properly learned, and that not enough attention is devoted to mechanical drill
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