contrastive analysis 对比分析.pptVIP

对比分析产生的背景产生于上世纪50年代，兴盛于60年代 1. from the 1940s to the 1960s, contrastive analyses were conducted, in which two languages were systematically compared. 1945: Charels Fries《作为外语的英语教学与学习》 （Teaching and Learning English as a Foreign Language） 1957：Robert Lado《跨文化语言学》 Linguidtics Across Culture） Researchers at that time were motivated by the prospect of being able to identify points of similarity and difference between native languages (NLs) and target languages (TLs). There was a strong belief that a more effective pedagogy would result when these were taken into consideration. 2. Charles Fries, one of the leading applied linguists of the day, said: The most efficient materials are those that are based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner.(Fries 1945: 9, Teaching and Learning English as a Foreign Language.) 3。 Robert Lado, Fries colleague at the University of Michigan, also expressed the importance of contrastive analysis in language teaching material design: Individuals tend to transfer the forms and meanings and the distribution of forms and meanings of their native language and culture to the foreign language and culture - both productively when attempting to speak the language and to act in the culture and receptively when attempting to grasp and understand the language and the culture as practiced by natives. (Lado 1957) Is SLA influenced by L1? Is SLA influenced by L1 positively or negatively? Some popular believes Second language acquisition (SLA) is strongly influenced by the learner’s first language(L1). The role of L1 in SLA is a negative one. That is, the L1 gets in the way or interferes with the learning of the L2, such that features of the L1 are transferred into the L2. From the psychological point of view, there is never peaceful co-existence between two language systems in the learner, but rather constant warf