DOCSLIB.ORG

Monograph Series on Languages and Linguistics 19Th Annual

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Monograph Series on Languages and Linguistics 19Th Annual Monograph Series on Languages and Linguistics Number 21, 1968 edited by James E. Alatis 19th Annual Round Table Contrastive Linguistics and Its Pedagogical Implications Georgetown University School of Languages and Linguistics REPORT OF THE NINETEENTH ANNUAL ROUND TABLE MEETING ON LINGUISTICS AND LANGUAGE STUDIES JAMES E. ALATIS EDITOR GEORGETOWN UNIVERSITY PRESS Washington, D.C. 20007 ©Copyright 1%8 GEORGETOWN UNIVERSITY PRESS SCHOOL OF LANGUAGES AND LINGUISTICS GEORGETOWN UNIVERSITY Library of Congress Catal6g Card Number 58-31607 Lithographed in U.S.A. by EDWARDS BROTHERS, INC. Ann Arbor, Michigan TABLE OF CONTENTS Page Foreword v WELCOMING REMARKS Reverend Frank Fadner, S. J. Regent, School of Languages and Linguistics vii Reverend Francis P. Dinneen, S. J. Acting Dean, School of Languages and Linguistics ix INTRODUCTORY REMARKS 1 FIRST SESSION John Lotz Introductory Remarks 9 Robert P. Stockwell Contrastive Analysis and Lapsed Time 11 William G. Moulton The Use of Models in Contrastive Linguistics 27 H. A. Gleason, Jr. Contrastive Analysis in Discourse Structure 39 Robert J. Di Pietro Contrastive Analysis and the Notions of Deep and Surface Grammar 65 iv / TABLE OF CONTENTS FIRST LUNCHEON ADDRESS A. Bruce Gaarder Education of American Indian Children 83 SECOND SESSION Charles A. Ferguson Contrastive Analysis and Language Development 101 John B. Carroll Contrastive Linguistics and Interference Theory 113 Robert Lado Contrastive Linguistics in a Mentalistic Theory of Language Learning 123 Eric P. Hamp What a Contrastive Grammar Is Not, If It Is 137 THIRD SESSION Wilga M. Rivers Contrastive Linguistics in Textbook and Classroom 151 J. C. Catford Contrastive Analysis and Language Teaching 159 Robert A. Hall, Jr. Contrastive Grammar and Textbook Structure 175 W.R. Lee Thoughts on Contrastive Linguistics in the Context of Language Teaching 185 W. Freeman Twaddell The Durability of 'Contrastive Studies' 195 SECOND LUNCHEON ADDRESS Kenneth W. Mildenberger Confusing Signposts—The Relevance of Applied Linguistics 205 WRITTEN COMMENTS 215 LIST OF REGISTRANTS 219 FOREWORD For the past nineteen years, Georgetown University's annual Round Table meetings have brought together scholars in linguistics and related disciplines to report on their latest research and to discuss current problems. At this year's session, held March fifteenth and sixteenth, 1968, fourteen papers were read. A fif- teenth, that by Professor J. C. Catford of the University of Michigan, was read by title only, because sudden illness had pre- vented him from attending the meeting. The present volume re- presents the proceedings of the 19th Annual Round Table. We are happy to report that Professor Catford has fully recovered and that his paper, which was received within two days of the Round Table, is included in this report. The meeting itself consisted of three panels, each with four speakers, and two luncheon addresses. Like its immediate pre- decessor, the 19th Round Table had one central theme throughout. This year the theme was: Contrastive Linguistics and Its Peda- gogical Implications. After each paper was read, a brief discus- sion period followed. Respondents were asked to speak from the podium and to limit themselves to two minutes. After the discus- sion of the second paper in each session, there was a fifteen- minute intermission. These procedures worked out very well and are recommended for future Round Tables. Unlike previous meetings, the discussions which followed the papers were not recorded and are therefore not included as a part of this volume. Instead, participants at the conference were in- vited to prepare brief, written statements with respect to any of the issues raised. Three such comments have been included at the end of this volume. vi / FOREWORD Thanks are due to several graduate and undergraduate students of the School of Languages and Linguistics for their invaluable voluntary assistance at the 19th'Round Table Meeting: Committee Chairmen: Jurgen Heye, Everette Larson, George Kelly, Martha Millen, Denise Entwistle; Committee Members: Cynthia Cherry, Barbara Hooper, Josephine Overholser, Geoff Garvey, Steve Greenberg, Mary-Louise Kean, Schatzie Sauter, Elana Daniel, Elizabeth Cohen, Vince Connery. Special thanks are due to Louis B. Hillman, whose experience with last year's Round Table made him an invaluable member of the local arrangements committee. It was he who masterfully coordinated the student effort without which the efficient operation of the conference would have been impossible. Mrs. Elizabeth Johansen and Mrs. Marian Higgins of the School of Languages and Linguistics Central Office stood by to help cope with any emergency situations which might arise, and indeed, did have to pitch in and help at several crucial points, each of them working long after regular hours and even on the week-end. But to Mrs. Margarita T. Hodge and Miss Carolyn Burgess belongs the bulk of the credit for the success of the meeting. For their faithful cooperation, careful planning, and painstaking atten- tion to the many details which go into a meeting such as this, I owe a heavy debt of gratitude. Finally, for their invaluable attention to detail in the preparation of this manuscript, I should like to express my warmest thanks to my colleagues, Professors Neil J. Twombly, S. J., and Richard J. O'Brien, S. J. James E. Alatis Editor WELCOMING REMARKS FRANK FADNER, S. J. Regent, School of Languages and Linguistics Georgetown University Ladies and gentlemen, colleagues, participants, and guests at Georgetown University's yearly Round Table meeting on Linguis- tics and Language studies: Some months back, earlier in this school year, your chairman, Dr. Alatis, wrote inviting me 'to continue the tradition', as he put it, 'of opening the meeting with welcoming remarks.' I propose that it is not quite flattering to be taken as the subject of a tradition. For one thing it makes one feel himself a part of antiquity. In the second place the word tradition, historically, has a double meaning; it is connected with an old Latin substantive sig- nifying both traitor and teacher. There is no doubt about it, the annual Round Table Meeting has become a positive teaching tradition at our School—anything but an ignoble betrayal of our exalted profession. For it comes as a source of great gratification, for those of us who still would 'gladly teach', that this nineteenth venture of ours ends up again in the classroom with its attempt to establish a tie- up between contrastive linguistics and pedagogical practice—con- trastive analysis and language teaching. And apparently, we're never too old to learn. In the early years of the last century a certain literary figure named Gnedich, who had spent half his life learning Greek and translating Homer into Russian, made a wager that no one the age of the great Ivan viii / WELCOMING REMARKS Andreevich Kryl6v, Russia's La Fontaine, could learn a new language. His friend took him up on the bet and in 1820, at the age of 50 Krylov brilliantly passed an examination in Greek syntax and literature. Today's language teacher may not have before his nose the stimulating carrot of a cash reward, but he does have the goad to put forth ever greater efforts, afforded by the exponents of ad- vanced applied Linguistics. And so a hearty word of welcome to you is in order. In the name of the President and the Board of Directors of Georgetown University by way of invocation, if you want, I'd ask the Almighty Father of us all—and the source of all our wisdom, to inspire us in these days of thoughtful deliberation. This is the enthusiastic wish of your hosts in these halls. Thank you. WELCOMING REMARKS FRANCIS P. DINNEEN, S. J. Acting Dean, School of Languages and Linguistics Georgetown University I think we will all agree on an occasion like this that words of welcome should be warm and sincere, but brief. Allow me to extend to you a warm and sincere welcome. INTRODUCTORY REMARKS JAMES E. ALATIS Georgetown University I should like to add my word of welcome to those already ex- pressed by Father Fadner and Father Dinneen and to thank all of you for coming. I am extremely grateful for the enthusiastic response to the call for papers and for the kindness with which each of our speakers accepted the rather harsh invitation, replete with deadlines, to come to Georgetown and share with us his thinking on the theme: Contrastive Linguistics and Its Pedagogical Implications. The inspiration for this theme came from John Lotz, at whose prompting I volunteered to chair this conference. This was not the only theme he suggested of course, for, as usual, Dr. Lotz had dozens of ideas; but the theme of contrastive analysis was particularly appealing because of my own previous involvement in this field, largely through my work at the Office of Education. A natural starting point was the Contrastive Structure Series which was begun by the Center for Applied Linguistics under a contract with the Office of Education. Under that contract the Center had undertaken the development of contrastive structure studies of the English language with French, German, Italian, Russian, and Spanish. It was expected that such contrastive studies would provide the basis for more effective classroom practices by systematically revealing those aspects of the target language which needed particular emphasis through carefully con- structed drill. It was expected that they would constitute a major step in bringing the results of modern linguistic science to bear 2 / JAMES E. ALATIS on the teaching of foreign languages. The studies were to include treatment of the phonemic structure of English and the foreign language, basic grammatical categories of English and the foreign language, sentence types and transforma- tions, minor mechanisms, lexical items, and a bibliography. Among those to be engaged in the work were William G.
Load more

Recommended publications
  • Contrastive Lexicology, Bilingual Lexicography and Translation
    n°22, Décembre 2004, pp. 73-80 Contrastive Lexicology, Bilingual Lexicography and Translation Abstract This paper attempts to examine the intrinsic relationship between lexicology as a branch of linguistic study, lexicography or dictionary- making and translation which is, par excellence, an exercise involving micro and macro-linguistic features at an inter-lingual level. Through such an account, this paper aims to show, more particularly, the role of Lexicology as the science of lexis, i.e., the study of the various morphological and semantic processes by means of which the lexicon of a language is structured, in lexicography and the significant role they Dr. Z. HAROUNI both play in translation theory and practice. Therefore, lexicology and Département d'Anglais lexicography are considered here at the bilingual level resulting in Université Mentouri contrastive lexicology and bilingual lexicography respectively. Constantine (Algérie) s specified in the abstract, the present account A focuses on the interdependence of contrastive lexicology, bilingual lexicography and translation ملخص .which all represent inter-linguistic enterprises يسعى هذا المقال إلى فحص العﻻقة Contrastive lexicology compares and contrasts the الوطيدة بين علم المفردات كشعبة من lexicons of the source language and the target الدراسة اللغوية وصناعة المعاجم language by identifying the various processes of والترجمة التي تعد ممارسة تتضمن lexical formation in the two languages for the سمات لغوية دقيقة وموسعة على purpose of shedding light on the dominant المستوى اللغوي المقارن. ومن خﻻل tendencies in each language; bilingual lexicography هذا العرض، نسعى إلى توضيح دور compiles in terms of meaning and use the lexicons علم المفردات على وجه الخصوص of the two languages in a systematic way; and finally, translation which is, by its very nature, a بوصفه دراسة للمفردات، أي دراسة ,hybrid linguistic activity.
    [Show full text]
  • A Linguistic Perspective on the Acquisition of German As an L2
    i A Linguistic Perspective on the Acquisition of German as an L2 A thesis submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors with Distinction by Nicholas D. Stoller (December 2006) Oxford, Ohio ii ABSTRACT A LINGUISTIC PERSPECTIVE ON THE ACQUISITION OF GERMAN AS AN L2 by Nicholas D. Stoller It is obvious that the setting of acquisition, the amount and type of input, and the motivation of learners play a large role in adult second language (L2) acquisition. Many of the theories of L2 acquisition unfortunately fail to adequately take these variables into account. This thesis gives an overview of the current and past theories, including evidence for and against each theory. This is supplemented by an error analysis of second year Miami University students to see if this can give support to any of the current theories. Once that is completed, I examine the relation between input and the possibility of a language learning device such as UG and then move on to pedagogical application of my findings. iii Contents Chapter Page 1 Introduction 1 2 2 The Basis of the Study of L2 Acquisition 2 3 Linguistic Theories of L2 Acquisition 7 3.1 Theories without UG 7 3.1.1 Contrastive Analysis Hypothesis 7 3.1.2 Markedness Difference Hypothesis 8 3.1.3 Fundamental Difference Hypothesis 9 3.1.4 Information Processing Approach 10 3.2 Theories with Partial UG 13 3.2.1 Transfer Hypothesis 13 3.2.2 Krashen’s Comprehension Hypothesis 14 3.3 Theories with Full UG use 19 3.3.1 Identity Hypothesis 19 3.3.2 Full Transfer/Full Access Hypothesis 20 3.4 Overview of the Theories 21 4 Error Analysis and Miami University 2nd 22 Year Students 4.1 Errors of Cases Following Verbs 23 4.2 Errors of Gender of Nouns 25 4.3 Errors of Verb Form 26 4.4 Errors of Umlaut Usage 29 5 Relation of UG and Input 30 6.1 Problems with Input in Classroom Instruction 33 6.2 Pedagogy and L2 Acquisition 35 7 Conclusion 40 Bibliography 42 iv 1 A Linguistic Perspective on the Acquisition of German as an L2 1.
    [Show full text]
  • Linguistic Relativity Hyp
    THE LINGUISTIC RELATIVITY HYPOTHESIS by Michele Nathan A Thesis Submitted to the Faculty of the College of Social Science in Partial Fulfillment of the Requirements for the Degree of Master of Arts Florida Atlantic University Boca Raton, Florida December 1973 THE LINGUISTIC RELATIVITY HYPOTHESIS by Michele Nathan This thesis was prepared under the direction of the candidate's thesis advisor, Dr. John D. Early, Department of Anthropology, and has been approved by the members of his supervisory committee. It was submitted to the faculty of the College of Social Science and was accepted in partial fulfillment of the requirements for the degree of Master of Arts. SUPERVISORY COMMITTEE: &~ rl7 IC?13 (date) 1 ii ABSTRACT Author: Michele Nathan Title: The Linguistic Relativity Hypothesis Institution: Florida Atlantic University Degree: Master of Arts Year: 1973 Although interest in the linguistic relativity hypothesis seems to have waned in recent years, this thesis attempts to assess the available evidence supporting it in order to show that further investigation of the hypothesis might be most profitable. Special attention is paid to the fact that anthropology has largely failed to substantiate any claims that correlations between culture and the semantics of language do exist. This has been due to the impressionistic nature of the studies in this area. The use of statistics and hypothesis testing to provide mor.e rigorous methodology is discussed in the hope that employing such paradigms would enable anthropology to contribute some sound evidence regarding t~~ hypothesis. iii TABLE OF CONTENTS Page Introduction • 1 CHAPTER I THE.HISTORY OF THE FORMULATION OF THE HYPOTHESIS.
    [Show full text]
  • Biological Pluralism in Service of Biolinguistics
    Biological pluralism in service of biolinguistics Pedro Tiago Martins1, Evelina Leivada2, Antonio Ben´ıtez-Burraco3, and Cedric Boeckx2,4 1Pompeu Fabra University 2University of Barcelona 3University of Huelva 4Catalan Institute for Advanced Studies Abstract The aim of this chapter is to offer a fresh perspective on what has come to be known as biolinguistics, a term which, in our view, encompasses all research and methods devoted to the unveiling of the biological foundations of human language. More specifically, our aim is twofold: first, we point out some of the shortcomings of the naive view of biology that has been in place in linguistics since the 1950s and 1960s, namely the notion of the faculty of language as a novelty and the sharp distinction between I- and E-language, which, we contend, has not provided any major insights into the biological nature of language; second, we offer some of the insights from biology, which may provide the theoretical and methodological framework which allows for a truly biological study of language, and thus for a re-hauled biolinguistics Chomsky (1957). 1 Introduction The first sign of a biological orientation for the study of language was the work of Noam Chomsky and Eric Lenneberg, among just a few others, who in the 1950s and 1960s rejected the structuralist linguistics of the time, believing instead that languages, despite meticulously described, were not explained as a natural phenomenon. The overarching assumption of their work is that 1 languages are not learned in the conventional sense of the term (i.e. the way one would learn a craft or how to play a musical instrument), but rather a product of a biologically determined and biologically constrained capacity of humans, located in the brain, which must be innate.
    [Show full text]
  • Contrastive Analysis and Linguistic Creativity. INSTITUTION Hawaii Univ., Honolulu
    DOCUMENT RESUME ED 086 021 FL 004 842 AUTHOR Di Pietro, Robert/J. TITLE Contrastive Analysis and Linguistic Creativity. INSTITUTION Hawaii Univ., Honolulu. Dept. of Linguistics. PUB DATE Apr 71 NOTE 15p.; Paper presented at the Pacific Conference on Contrastive Linguistics and Language Universals (Honolulu, Hawaii, January 11-16, 1971) JOURNAL CIT Working Papers in Linguistics; v3 n4 p57-71 Apr 1971 EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Comparative Analysis; *Contrastive Linguistics; *Creativity; Deep Structure; *Distinctive Features; *Figurative Language; Grammar; Italian; Language Styles; *Language Universals; Linguistic Patterns; Metaphors; Modern Languages; Physical Characteristics; Psycholinguistics; Semantics; Sentence Structure; Spanish; Surface Structure; Syntax ABSTRACT The distinction between artifact and tool is introduced into the study of language diversity and the posting of linguistic universals. A complicating factor in all language investigations is the use of-language as the chief tool to create new language. Analogy and metaphor are considered as two major creative forces at work in all languages. Understanding how these creative forces operate leads to an explanation of linguistic diversity within the framework of universals. If we wish to do more than chart linguistic diversity, we shall have to move toa. consideration of innate creative forces.(Author) FILMEDFROMBEST AVAILABLECOPY U.S. DEPARTMENT OF HEALTH, "PERMISSION TO REPRODUCE THIS COPY. EDUCATION & WELFARE RIGHTED MATERIAL HAS BEEN G NTED BY NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO zlv,...k- s.tik -zky-c) OUCED EXACTLY AS RECEIVED. FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS TO ERIC AND ORGANIZATIONS OPERATING STATED DO NOT NECESSARILY REPRE UNDER AGREEMENTS WITH THE NATIONAL IN SENT OFFICIAL NATIONAL INSTITUTE OF STITUTE OF EDUCATIONFURTHER REPRO- EDUCATION POSITION OR POLICY DUCTION OUTSIDE THE ERIC SYSTEM RE.
    [Show full text]
  • Contrastive Analysis at Work: Theoretical Considerations and Their Practical Application
    Contrastive Analysis at work: theoretical considerations and their practical application Svetlana KURTEŠ University of Cambridge, UK Doutora em Lingüística Contrastiva pela University of Novi Sad, Serbia and Montenegro Instituição à qual está vinculada como docente: University of Cambridge, United Kingdom Principais linhas de pesquisa: • Lingüística Contrastiva com fins pedagógicos. • Gramática Contrastiva baseada em corpus oriundos de contextos bilíngües. Principais publicações: “Grammaticalization of reflexivity and middleness: a contribution to Serbo-Croat-English Contrastive Grammar”. In Ivana Trbojevic and Katarina Rasulic (eds). Proceedings of the International Conference ’English Language and Literature Studies: Interfaces and Integrations’, Department of English, Faculty of Philology, Belgrade. “Contrastive analysis”. In Enclyclopaedia of the Arts, Lagos State University, Lagos. Outras publicações relevantes: “Contrastive linguistics: a 21st century perspective”. In: Sophia Marmaridou et al. (eds) 2005. Reviewing linguistic thought: converging trends for the 21st century, Mouton, Berlin, pp. 255-278. “Semantics of hate speech: a model of analysis”. In: Martin Pütz et al. (eds.) 2004. Communicating ideologies: language, discourse and social practice, Duisburg Papers on Research in Language and Culture, vol. 53, Peter Lang, Frankfurt am Main, pp. 579-596. Review of Humphrey Tonkin et al. (eds) 2003. Language in the Twenty-first Century, http:/ /test.linguistlist.org/issues/15/15-1651.html “Genus verbi in Serbo-Croat: a reanalysis of se-verbs”. In: Peter Kosta et al. (eds) 2003. Investigations into formal Slavic linguistics: contributions of the Fourth European Conference on Formal Description of Slavic Languages, Linguistik International, Vol. 10/part II, Peter Lang, Frankfurt am Main, pp. 617-631. “Contrastive linguistics: possibilities and perspectives of the 21st century” [In Serbo-Croat], Zbornik 8 [Collection of papers, 8], College for Teacher-Training, Vrsac, Serbia and Montenegro; Universitatea Banatul, Timisoara, Romania, 2003, pp.
    [Show full text]
  • 1 CHAPTER I: PRINCIPLES and TRENDS of CONTRASTIVE LINGUISTICS 1.1. Contrastive Studies in the Practice and Science Contrary To
    CHAPTER I: PRINCIPLES AND TRENDS OF CONTRASTIVE LINGUISTICS 1.1. Contrastive studies in the practice and science Contrary to what is often believed, most of the world's population is multilingual multicultural, though multilingualism is not always recognised by public institutions. Living in these communities, human beings need a tool to communicate with each other, and to carry on human and social affairs. They seem know that "However many languages a person knows, that's how much a person is worth". (Croatian folk saying) 1.1.1. Some terminological issues The label contrastive has been used in linguistic inquiry mainly to refer to inter-linguistic and inter-cultural comparisons; it has, however, also been used for comparisons within languages/cultures. The raison d‟être of contrastive investigations is to compare (or contrast) linguistic and socio-cultural data across different languages (cross-linguistic/cultural perspective) or within individual languages (intra-linguistic/cultural perspective) in order to establish language-specific, typological and/or universal patterns, categories and features. (1) Contrastive studies, contrastive analysis, and contrastive linguistics An astonishingly varied assortment of collocations and corresponding areas of study emerge when considering the various head nouns such adjectives as contrastive or comparative most readily co-occur with in the literature. Thus, depending on what particular authors feel to be the most appropriate description for the issue under discussion, we find such labels as (Applied) Contrastive (Language) Studies, Contrastive Linguistics, Comparative (Historical or Typological) Linguistics, Contrastive (Interlanguage) Analysis, Contrastive (Generative) Grammar, Comparative Syntax, Contrastive Lexicology/Lexicography, Contrastive Pragmatics, Contrastive Discourse Analysis, or Contrastive Sociolinguistics, to mention but a few.
    [Show full text]
  • Type Title of Your Paper Here
    THE APPLICATION OF SAPIR–WHORF HYPOTHESIS IN ENGLISH TEACHING IN CHINA Approved by Richard Garrett on May 12, 2013 1 THE APPLICATION OF SAPIR–WHORF HYPOTHESIS IN ENGLISH TEACHING IN CHINA __________________ A Seminar Paper Presented to The Graduate Faculty University of Wisconsin-Platteville __________________ In Partial Fulfillment of the Requirement for the Degree Master of Science in Education English Education __________________ By Yuan Huiling(Rosemary Yuan) 2013 2 ACKNOWLEDGEMENTS This thesis is completed with the assistance of many individuals. Without their generous and expert help, insightful comments and continuous encouragement, I would not have been able to complete my research and thesis. First of all, I would like to express my deepest and warmest thanks to my advisor, Dr. Yuanyuan Hu, for her great help, considerable patience and understanding. She gave me so many constructive suggestions on how to conduct the research. Much of the thinking that went into this thesis grew out of discussion with her. I would like to express my gratitude to all those who helped me during the writing of this thesis. I gratefully acknowledge Dr. Richard Garrett, for his great patience and deeply trust. It really means a lot to me. I also owe a special debt of gratitude to Mr. Valleymist, who has offered me valuable suggestions and provided me with inspiring advice. The most important is I can't finish this paper without his emotional support. I should finally like to express my gratitude to my boss, who gives me some valuable news, and my classmates, who have always been there to help and support me.
    [Show full text]
  • Crossroads Between Contrastive Linguistics, Translation Studies and Machine Translation
    Crossroads between Contrastive Linguistics, Translation Studies and Machine Translation TC3 II Edited by Oliver Czulo Silvia Hansen-Schirra language Translation and Multilingual Natural science press Language Processing 4 Translation and Multilingual Natural Language Processing Editors: Oliver Čulo (Universität Leipzig), Silvia Hansen-Schirra (Johannes Gutenberg-Universität Mainz), Stella Neumann (RWTH Aachen), Reinhard Rapp (Johannes Gutenberg-Universität Mainz) In this series: 1. Fantinuoli, Claudio & Federico Zanettin (eds.). New directions in corpus-based translation studies. 2. Hansen-Schirra, Silvia & Sambor Grucza (eds.). Eyetracking and Applied Linguistics. 3. Neumann, Stella, Oliver Čulo & Silvia Hansen-Schirra (eds.). Annotation, exploitation and evaluation of parallel corpora: TC3 I. 4. Čulo, Oliver & Silvia Hansen-Schirra (eds.). Crossroads between Contrastive Linguistics, Translation Studies and Machine Translation: TC3 II. 5. Rehm, Georg, Felix Sasaki, Daniel Stein & Andreas Witt (eds.). Language technologies for a multilingual Europe: TC3 III. 6. Menzel, Katrin, Ekaterina Lapshinova-Koltunski & Kerstin Anna Kunz (eds.). New perspectives on cohesion and coherence: Implications for translation. 7. Hansen-Schirra, Silvia, Oliver Čulo, Sascha Hofmann & Bernd Meyer (eds). Empirical modelling of translation and interpreting. 8. Svoboda, Tomáš, Łucja Biel & Krzysztof Łoboda (eds.). Quality aspects in institutional translation. ISSN: 2364-8899 Crossroads between Contrastive Linguistics, Translation Studies and Machine Translation
    [Show full text]
  • The Role of Error Analysis in Second Language Acquisition (English)
    ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 2, No. 5, pp. 1027-1032, May 2012 © 2012 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.2.5.1027-1032 Error Analysis and Second Language Acquisition Ali Akbar Khansir Bushehr University of Medical Sciences and Health Services, Iran Email: [email protected] Abstract—Error Analysis is one of the major topics in the field of second language acquisition research. Errors are an integral part of language learning. The learner of English as a second language is unaware of the existence of the particular system or rule in English language. The learner’s errors have long been interested for second and foreign language researchers. The basic task of error analysis is to describe how learning occurs by examining the learner’s output and this includes his/her correct and incorrect utterances. There are two major approaches to the study of learner’s errors, namely contrastive analysis and error analysis. Error analysis cannot be studied properly without touching upon the notion of contrastive analysis. Contrastive analysis and error analysis have been commonly recognized as branches of Applied Linguistic Science. This paper examines in detail the three most influential error theories: Contrastive analysis, Error analysis and Interlanguage theory. Corder (1978) maintains that interlanguage can be seen as a restructuring or a recreating continuum and, therefore; evaluates their role in second language acquisition. Index Terms—error, contrastive analysis, error analysis, and interlanguage I. INTRODUCTION The term applied linguistics seems to have originated in the United States in the 1940‟s. The creation of applied linguistics as a discipline represents an effort to find practical applications for modern scientific linguistics (Mackey, 1965).
    [Show full text]
  • Semester 2019 Assignment 2 Contrastive Linguistics Ctl821s
    FEEDBACK TUTORIAL LETTER 2nd SEMESTER 2019 ASSIGNMENT 2 CONTRASTIVE LINGUISTICS CTL821S 1 ASSIGNMENT 2 FEEDBACK COURSE TITLE CONTRASTIVE LINGUISTICS DOMAIN Bachelor in Communication OBJECTIVES The objective of this assignment are to: To define and explain error analysis and contrastive analysis as modes of inquiry - To distinguish between contrastive analysis and error analysis - To conduct a contrastive analysis of English and any indigenous Namibian language at any level of language analysis ASSIGNMENT 2 NAME OF TUTOR Frieda N Mukufa Observation - For the question one, most students understood it very well, however, some could have provided more examples. - For Question 2, it was very well done. - Some of the students need to also explain how they understand the quotes in their own words when providing a quoted explanation. - Lastly, the students need to work on their APA Referencing style as some just listed the references used, without them being in Alphabetical order nor the proper APA Style. - Some students also need to focus on grammar, punctuation as well as concord. 2 Assignment 02 Question 1 - Mistakes - A mistake refers to a performance error that is either a random guess or a “slip,” in that it is a failure to utilise a known system correctly. Mistakes are what researchers have referred to as performance errors (the learner knows the system but fails to use it) while the errors are a result of one’s systematic competence (the learner’s system is incorrect). For example, a learner may mix up words that sound the same yet different in meaning. E.g. Instead of writing, I am older than you, they would write, I am bigger then you.
    [Show full text]
  • Contrastive Analysis in China: Today and Yesterday
    ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 2, No. 11, pp. 2269-2276, November 2012 © 2012 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.2.11.2269-2276 Contrastive Analysis in China: Today and Yesterday Hongwei Jia Department of Chinese Minority Languages and Literature, Minzu University of China, Beijing, 100081, China Email: [email protected] Jiafeng Tian Purchasing Department, Beijing Techwin Electric Co., Ltd, No.8 Boxing Yi Road, Beijing Economic and Technological Development Zone, Beijing, 100000, China Email: [email protected] Abstract—It is widely believed among linguists in China and even in the world at large that contrastive analysis (also contrastive linguistics) was borrowed from the Western linguistics by the hand of Ma Jianzhong, a Chinese linguist in the late Qing Dynasty and author of China’s first grammar book Ma’s Grammar Book of the Chinese Language (1898), and that the starting point of contrastive analysis in Chinese philology is 1898, the year when Ma’s Grammar book of the Chinese Language was officially published. However, this remark is inconsistent with the historical fact and aichives on the development of contrastive analysis in China. Through the literatures available on Buddhist translation studies, traditional Chinese rhetoric and Chinese grammar by Western missionaries, we find that the development of contrastive analysis in China has three clues: Buddhist translation practice, the earliest source which can trace back to the period of Three Kingdoms (220 A.D-280 A.D.), Western Missionary Chinese grammar books of which Wonder of Western Writing (1605) is one of the earliest grammar books involving remarks on contrastive analysis between Chinese and western tongues, and traditional Chinese rhetoric literatures in which contrastive analysis was found to come into being during the Latter Jin Dynasty.
    [Show full text]