Contrastive Analysis and Error Analysis in Respect of Their Treatment of the Avoidance Phenomenon by Elena Gluth

Contrastive Analysis and Error Analysis in Respect of Their Treatment of the Avoidance Phenomenon

Elena Gluth
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Details

  • ISBN
    9783638916295 / 3638916294
  • Title Contrastive Analysis and Error Analysis in Respect of Their Treatment of the Avoidance Phenomenon
  • Author Elena Gluth
  • Category Language: Reference & General
  • Format
    Paperback
  • Year 2013
  • Pages 64
  • Publisher
    Grin Verlag
  • Edition
    08001st
  • Language English
  • Dimensions 210mm x 148mm

Annotation

Seminar paper from the year 2003 in the subject English Language and Literature Studies - Linguistics, printed single-sided, grade: 1,5, Free University of Berlin, 22 entries in the bibliography, language: English, abstract: IntroductionThere exist two different approaches for the identification of possible learning problems in the second language acquisition: contrastive analysis and error analysis. A number of proponents of an error analysis approach claim that contrastive analysis cannot serve as an adequate tool for identifying the areas of difficulty for learners of a second language. But on the other hand, it has been noticed that error analysis is not able to explain the avoidance phenomenon, since error analysis registers only the errors done by learners of a second language (Schachter 1974). Avoidance behaviour represents a communicative strategy of a learner of a second language by which the learner prefers using a simpler form instead of the target linguistic element for the reason of difficulty on the part of the target feature. Consequently, avoidance behaviour serves as a manifestation of learning problems, and its results should be definitely considered when compiling language syllabi and tests (Laufer and Eliasson 1993). And since error analysis does not consider and is not able to explain the avoidance phenomenon, it cannot be observed as an adequate approach for assisting teachers of a second language with learning materials.In this paper, we set a goal to compare contrastive analysis with the error analysis approach in respect of their treatment of avoidance behaviour. We will consider several researches on avoidance behaviour and will show that contrastive analysis does predict the avoidance phenomenon in most cases and, therefore, gives a complete description of the areas of difficulty for learners of a second language.We suppose that we can come across the cases in which the avoidance phenomenon would not manifest itself although it has been predicted by contrastive analysis. In addition, we do not exclude the possibility to find the cases in which avoidance behaviour would come into being despite the negative predictions made on the basis of contrastive analysis. In these both cases we will show that the predictions of contrastive analysis are necessary, but not sufficient for the explanation of the avoidance behaviour. In order to submit sufficient information for the explanation of the avoidance phenomenon, supplemental information concerning various affective characteristics such as confidence, levels of anxiety, motivation, and risk-taking has to be added to the predictions of contrastive analysis. [...]

Publisher Description

Seminar paper from the year 2003 in the subject English Language and Literature Studies - Linguistics, printed single-sided, grade: 1,5, Free University of Berlin, 22 entries in the bibliography, language: English, comment: A critical essay based on the studies by Schachter (1974), Kleinmann (1977), Dagut and Laufer (1985), Hulstijn and Marchena (1989)., abstract: Introduction There exist two different approaches for the identification of possible learning problems in the second language acquisition: contrastive analysis and error analysis. A number of proponents of an error analysis approach claim that contrastive analysis cannot serve as an adequate tool for identifying the areas of difficulty for learners of a second language. But on the other hand, it has been noticed that error analysis is not able to explain the avoidance phenomenon, since error analysis registers only the errors done by learners of a second language (Schachter 1974). Avoidance behaviour represents a communicative strategy of a learner of a second language by which the learner prefers using a simpler form instead of the target linguistic element for the reason of difficulty on the part of the target feature. Consequently, avoidance behaviour serves as a manifestation of learning problems, and its results should be definitely considered when compiling language syllabi and tests (Laufer and Eliasson 1993). And since error analysis does not consider and is not able to explain the avoidance phenomenon, it cannot be observed as an adequate approach for assisting teachers of a second language with learning materials. In this paper, we set a goal to compare contrastive analysis with the error analysis approach in respect of their treatment of avoidance behaviour. We will consider several researches on avoidance behaviour and will show that contrastive analysis does predict the avoidance phenomenon in most cases and, therefore, gives a complete description of the areas of difficulty for learn

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Contrastive Analysis and Error Analysis in Respect of Their Treatment of the Avoidance Phenomenon

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