Academic literature on the topic 'Contrastive Interlanguage Analysi'
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Journal articles on the topic "Contrastive Interlanguage Analysi"
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Granger, Sylviane. "Contrastive interlanguage analysis." International Journal of Learner Corpus Research 1, no. 1 (March 23, 2015): 7–24. http://dx.doi.org/10.1075/ijlcr.1.1.01gra.
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Since its introduction in 1996, Contrastive Interlanguage Analysis (CIA) has become a highly popular method in Learner Corpus Research. Its comparative design has made it possible to uncover a wide range of features distinctive of learner language and assess their degree of generalizability across learner populations. At the same time, however, the method has drawn criticism on several fronts. The purpose of this article is threefold: to provide a brief overview of CIA research, to discuss the main criticisms the method has faced in recent years and to present a revised model, CIA², which makes the central role played by variation in interlanguage studies more explicit and is generally more in line with the current state of foreign language theory and practice.
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Gilquin, Gaëtanelle. "The Integrated Contrastive Model." Languages in Contrast 3, no. 1 (December 31, 2001): 95–123. http://dx.doi.org/10.1075/lic.3.1.05gil.
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This article shows how the approach of Contrastive Analysis can be combined with that of Contrastive Interlanguage Analysis in what has been called the Integrated Contrastive Model (Granger 1996a). Through the illustration of English and French causative constructions, it is demonstrated that corpus contrastive data can help explain some of the characteristics of learners’ interlanguage and thus throw new light on the key notion of transfer, which emerges as a more complex phenomenon than was traditionally assumed.
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Yildiz, Mustafa, and Ümit Deniz Turan. "CONTRASTIVE INTERLANGUAGE ANALYSIS OF EVIDENTIALITY IN PHD DISSERTATIONS." Discourse and Interaction 14, no. 1 (June 28, 2021): 124–52. http://dx.doi.org/10.5817/di2021-1-124.
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The present study investigates evidentiality in its broadest sense (Chafe 1986) in PhD dissertations as a genre of academic writing. For this purpose, Chafe’s taxonomy (1986), revised by Ifantidou (2001), has been used as a framework in order to analyze three different groups of datasets, including one group of native speakers of English and two groups of non-native speakers: a group of Turkish speakers of English and the other non-native speakers with diff erent L1 backgrounds. The texts of these three groups are examined in order to fi nd out whether the native language of the participants is a factor in the choice of evidential markers. The results show that the native speakers of English use evidential markers more frequently compared to the non-native authors. In terms of the Native Language/Interlanguage comparison in Contrastive Interlanguage Analysis (Granger 1996, 1998), the overall use of evidentiality reveals that non-native authors do not show native-like features in the use of evidentiality. In terms of the Interlanguage/Interlanguage comparison, Turkish authors of academic texts diff er from the authors with various native language backgrounds in terms of the use of evidentiality.
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Bosch, B. "Die Afrikaans van Engelssprekende universiteitstudente: intertaalperspektiewe." Literator 19, no. 2 (April 30, 1998): 13–30. http://dx.doi.org/10.4102/lit.v19i2.519.
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The Afrikaans of English-speaking university students: interlanguage perspectives This article examines the syntactic performance of English-speaking university students who are learning Afrikaans for academic purposes. The learners' errors are discussed within the theoretical framework of interlanguage, and special attention is given to the analysis and explanation of these errors. Finally, the advantages and practical implications of teaching Afrikaans to English-speaking university students within a contrastive interlanguage paradigm are discussed.
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Talay, Mustapha. "A contrastive perspective on Moroccan learners’ (in) directness in their interlanguage requests." Studies in Pragmatics and Discourse Analysis 3, no. 1 (July 25, 2022): 21–32. http://dx.doi.org/10.48185/spda.v3i1.510.
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This study investigated interlanguage request performance by Moroccan learners of English (MLs) from a contrastive perspective. More specifically, it explored how MLs’ interlanguage requests converged or diverged from English Natives’ (ENs) requests in the use of strategy types and (in) directness. First, a contrastive pragmatic analysis of requests by Moroccan natives (MNs) and ENs is deemed necessary to provide native baseline data and establish MNs’ and ENs’ pragmatic norms of request performance. Second, an interlanguage request analysis is conducted to reveal the pragmatic features of MLs’ requests. The three sets of data for this study were collected via an open questionnaire as it serves the purpose of this investigation. The results revealed that MLs deviated from the ENs’ pragmatic norms of (in) directness, mostly by falling back on their native pragmatic norms, which bears testimony to pragmatic transfer. Requests do not seem to be conceived of in the same way by MNs and ENs, and MLs transferred their native request conception when performing in English. MLs used more direct strategies. The study predicts instances of cross-cultural misunderstanding and pragmatic failure in intercultural encounters between MLs and ENs, which is likely to cause undesirable cross-cultural clichés and stereotypes. The paper suggests some pedagogical implications to alleviate this problem among MLs. .
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Saeed Al-Sobhi, Bandar Mohammad. "The Nitty-gritty of Language Learners’ Errors – Contrastive Analysis, Error Analysis and Interlanguage." International Journal of Education and Literacy Studies 7, no. 3 (July 31, 2019): 49. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.49.
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The major aim of the current paper is to review and discuss three prevailing approaches to the study of Second Language Acquisition (SLA) since the middle of the twentieth century: Contrastive Analysis (CA, henceforth), Error Analysis (EA) and Interlanguage (IL). It begins with a general overview of how the CA approach was formulated and developed and discusses the three versions of CA which were displaced later by other approaches, such as EA and IL. The paper also provides an in-depth theoretical discussion of the notion of EA in terms of its definitions, goals, significance, development, causes and procedures. The discussion about the SLA approaches concludes with a review of IL which claims that language learners produce a separate linguistic system with its own salient features, which differs from their L1 and target language. Additionally, a bulk of previous studies conducted on EA in different contexts are reviewed throughout the paper.
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Grümpel, Claudia. "Interlanguage studies in a cross cultural context: the interlanguage of Spanish speakers (L1) in an approach English (L2), German (L3)." Revista Alicantina de Estudios Ingleses, no. 22 (November 15, 2009): 315. http://dx.doi.org/10.14198/raei.2009.22.18.
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This paper focuses on the acquisition of word order in German by adult native speakers of Spanish in an institutional context (longitudinal study) and a contrastive study on children and adolescent acquisition using transversal tests. The theoretical framework is based on generative grammar analysis proposed for verb placement in German and a review of recent acquisition studies. Analyses of verb movement account for an underlying subject-verb-object order for all languages proposed by Zwart (1993, 1997) based on parallel works by Kayne (1993, 1994) and Chomsky (1993, 1995).
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Lin, Yen-Liang. "Contrastive analysis of adolescent learner interlanguage in asynchronous online communication: A keyness approach." System 55 (December 2015): 53–62. http://dx.doi.org/10.1016/j.system.2015.08.011.
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Shimada, Kazunari. "Contrastive Interlanguage Analysis of Discourse Markers Used by Nonnative and Native English Speakers." JALT Journal 36, no. 1 (May 1, 2014): 47. http://dx.doi.org/10.37546/jaltjj36.1-3.
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In this study, the use of discourse markers (DMs) in the speech of Japanese learners of English was investigated. To explore the features of their DM use, corpora of nonnative and native English speakers’ speech were analysed using the methodology called Contrastive Interlanguage Analysis. A frequency analysis of DMs revealed significant differences between Japanese learners’ and native speakers’ speech, supporting earlier findings. Quantitative and qualitative analyses of the learner corpus data suggest that Japanese learners may use the marker so more frequently than other nonnative English learners, while also using certain interpersonal or cognitive function markers such as you know, I mean, and just less frequently. The findings suggest the need for language instructors and materials writers to understand the characteristics of Japanese learners’ interlanguage and to provide them with appropriately designed DM input. 本研究は、日本人英語学習者の話し言葉における談話標識（discourse markers: DMs）の使用を調べたものである。日本人英語学習者のDMs使用の特徴を探るために、対照中間言語分析の手法に基づき、非英語母語話者と英語母語話者の話し言葉コーパスを分析した。まず、日本人英語学習者と英語母語話者の話し言葉におけるDMsの使用頻度を分析したところ、先行研究と同じく、大きな差が見られた。次に、非英語母語話者の話し言葉を量的・質的の両面で分析した結果、日本人英語学習者が、他の非英語母語話者に比べてsoを多く使用し、you know, I mean, justなどの対人関係的、認知的機能をもつDMsをあまり使用しないことが明らかになった。その結果は、教師や教材作成者が日本人英語学習者の中間言語の特徴を理解し、学習者に対して慎重にDMsをインプットしていく必要性があることを示唆している。
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Gibriel, Mariam. "Crosslinguistic Influence on EFL Students’ Writing : A Contrastive Analysis Study of Interlanguage Errors." Journal of AsiaTEFL 17, no. 3 (September 30, 2020): 1077–84. http://dx.doi.org/10.18823/asiatefl.2020.17.3.24.1077.
Full textDissertations / Theses on the topic "Contrastive Interlanguage Analysi"
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MAIKO, TATSIANA. "COSTRUZIONI CON VERBO SUPPORTO. UN'ANALISI CONTRASTIVA ITALIANO-RUSSO IN PROSPETTIVA ACQUISIZIONALE." Doctoral thesis, Università degli Studi di Milano, 2020. http://hdl.handle.net/2434/700201.
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Collocations are an important component of a native speaker’s language competence (Sinclair 1991, Wray 2002). This study is on a special type of collocation that exists in many languages–Light, or Support, Verb Constructions (LVCs). LVCs consist of a semantically reduced verb together with a noun (as the direct object or embedded in a prepositional phrase) that conveys core lexical meaning to the combination. Light verb constructions often vary cross-linguistically, with languages using different strategies to conceptualize the same denotative situations: different light verbs may be used to denote the same situation. In addition, an LVC in one language can correspond to a synthetic form in another language. Being idiosyncratic, yet semi-productive units, LVCs pose a real challenge for foreign language students. To date, no studies of students’ collocational competence in Russian as a foreign language have been conducted. We also conducted this study in order to contribute information that may be useful to the improvement of monolingual and bilingual ItalianRussian dictionaries, which often treat LVCs unsystematically. Our approach was based on the principles of the Integrated Contrastive Model (Granger 1996, Gilquin 2008), which combines Contrastive Interlanguage Analysis and Contrastive Analysis. Our goals were firstly to establish whether Russian LVCs cause difficulty for Italianspeaking students, and what the regular deviations in the use of these units are and their possible causes; and secondly to conduct a corpus-driven Contrastive Analysis of the semantic preferences of the productive Russian light verbs that give students the most difficulty, and the semantic preferences of their equivalents in Italian. After brief discussion of the main literature and presentation of a semantic-syntactic test battery to delineate different types of verb-noun constructions, we report the results of the study. The first part, exploring Italian-speaking learners’ knowledge of Russian LVCs, involved an investigation of the deviations found in a learner corpus, the quantitative comparison of learners’ and native Russian speakers’ collocation production and two elicitation tests. It revealed deficiencies in learners’ collocational knowledge resulting in misuse, underuse or overuse of support verb constructions. To conceal these deficiencies, two main strategies are used by learners: L1 transfer and avoidance. The second part of the study involved a contrastive corpus-driven cognitive-semantic analysis of LVCs with the productive Russian light verbs davat’ / dat’ ‘to give’, delat’ / sdelat’ ‘to do, to make’, brat’ / vzjat’ ‘to take’, prinimat’ / prinjat’ ‘to take’ and their Italian counterparts dare ‘to give’, fare ‘to do, to make’ and prendere ‘to take’. The Construction Grammar model (Goldberg 1995, 2006) and the notion of a family of constructions (Goldberg 1995: 140, Croft 2009:161, 162) were adopted to account for relatedness of LVCs within each language. Productive systematic metaphors that license extensions from the basic meaning of the verbs and semantic classes of nouns that combine with set verbs were identified. The analysis resulted in a structural-semantic classification of LVCs in the two languages, and detected convergences and divergences and allows for some generalizations. The findings of this study, in addition to its theoretical significance, may be useful in teaching Russian as a foreign language and could be of interest for lexicography.
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Contreras, Roa Leonardo. "Prosodie et apprentissage des langues : étude contrastive de l’interlangue d’apprenants d’anglais francophones et hispanophones." Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20053.
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Cette thèse est une étude de l’interlangue prosodique des apprenants d’anglais dont la langue maternelle est le français ou l’espagnol. Elle est organisée en deux parties principales. La première est une étude sur les méthodes de conception et de représentation de la prosodie pour l’analyse de l’interlangue, un système linguistique hybride présentant des caractéristiques de la langue maternelle de l’apprenant, des caractéristiques de la langue cible et des caractéristiques intermédiaires ou développementales. Cette partie débouche sur un cadre méthodologique pour l’analyse phonétique et pour l’interprétation phonologique de ce type de systèmes prosodiques. La deuxième partie est la mise en œuvre de cette méthodologie par une analyse contrastive de l’interlangue réalisée à travers l’étude d’un corpus oral d’apprenants d’anglais. Les résultats montrent des traces de l’influence de leurs langues maternelles respectives à un niveau phonétique et phonologique, ainsi que des caractéristiques développementales communes aux deux groupes de locuteurs. Les résultats servent de base pour une réflexion sur les niveaux d’abstraction de l’étude de la prosodie et sur les priorités didactiques pour l’enseignement de l’anglais oral au niveau universitaireThis thesis is a study of the prosodic interlanguage of students of English as a foreign language whose native language is French or Spanish. It is organized in two main parts. The first part is a study of the methods of conception and representation of prosody for the analysis of interlanguage – a hybrid linguistic system which includes characteristics of the student's native language, characteristics of the target language, and intermediate developmental or characteristics. This provides a methodological framework for the phonetic analysis and phonological interpretation of this type of prosodic systems. The second part is the implementation of this methodology through a contrastive interlanguage analysis conducted through the study of an oral corpus of students of English as a foreign language. The results show traces of the influence of their respective native languages at the phonetic and phonological levels, as well as developmental characteristics common to both groups of learners. The results serve as a basis for reflection on the levels of abstraction in the study of prosody and on the didactic priorities for teaching oral English at a university level
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Abu-Jarad, Hassan Ali. "English interlanguage of Palestinian University students in Gaza Strip : an analysis of relative clauses and verb tense." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/458974.
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This study investigated the relative clause formation and the coding of tense in the English interlanguage of thirty-two Palestinian students at the six colleges of the Islamic University of Gaza.Three composition topics were designed to elicit the learners' expression of the various English tenses and relative clauses.Findings: The data show that Palestinian learners' switching of tense results from using English morphology to express an aspectual system similar to that of Palestinian Arabic. The English past tense and present tense are used to mark Palestinian perfective and imperfective aspects, respectively. The subject-verb agreement marker and the concord markers 's/is and 'm/am are omitted in relative clauses and when there is a change in aspect.In the area of relative clauses, the data show that relative clauses are ninety percent independent of the Palestinian Arabic structuring of relative clauses. The learners use resumptive pronouns not only in clauses where the predicate incorporates a noun, adjective, or a prepositional phrase, but also before verbs. Conclusions:1. There is a large amount of influence from the Palestinian aspectual system on the learners' use of English tense.2. Subject-verb agreement problems can be solved when the problem of tense shift is solved, because of the cooccurrence of these phenomena.3. EFL teachers in Gaza Strip should not over-react to their students' tense usage in narrative passages and should not require them to write in a particular tense in an artificial manner.4. The learners' errors should be tolerated and should not be considered as indications of faulty learning.
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Mboumba, Laurence G. "Recherche sur l’apprentissage de l’espagnol au gabon : analyse phonétique contrastive de l’espagnol, du français et du punu." Thesis, Paris 10, 2011. http://www.theses.fr/2011PA100029.
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Le présent travail tente de donner une explication aux difficultés que rencontrent les apprenants gabonais dans l’apprentissage de l’espagnol, langue étrangère. Dans son développement, cette thèse dresse un panorama sur la situation socio-linguistique du Gabon, sur les concepts langue maternelle, langue étrangère et sur les modèles d’analyse: Analyse Contrastive, Analyse des erreurs et Interlangue. Cette thèse donne aussi une vision des trois langues, l’espagnol, le français et le punu comme des systèmes autonomes, avec des caractéristiques propres qui présentent certaines similitudes. A partir des productions écrites des élèves de troisième et terminale, cette thèse propose d’analyser les interférences produites par les apprenants. Un échantillon de 100 copies des devoirs a constitué l’outil de cette étude. Au travers de ces productions, nous avons répertorié deux types d’erreurs : interlinguales et intralinguales. Les premières proviennent du contact du français avec l’espagnol, et les secondes de la langue espagnole. Cette étude aboutit à un travail indispensable : donner des propositions pour l’amélioration de l’enseignement/apprentissage par l’approche des tâches en centrant l’enseignement/apprentissage sur l’élèveThis present work tries to give an explanation to difficulties that meet the gabonese learners in learning spanish, foreign language. In its development, this thesis draws up a panorama on the situation socio-linguistic of Gabon, on the concepts mother tongue, foreign language and on the models of analysis: Contrastive Analysis, errors Analisis and Interlanguage. This thesis gives also a vision of the three languages, Spanish, French and punu like autonomous systems, with particular characteristics which present certain similarities. From the written productions of the pupils of third and terminal, this thesis proposes to analyze the interferences produced by learners. A sample of 100 copies of duties has constituted the tool of this study. Through these productions, we have identified two types of errors: interlingual and intralingual. The first come from the contact of french with the Spanish, and the seconds of the Spanish language. This study leads to an essential work: to give proposals for the improvement of teaching/learning by the approach of tasks in focusing teaching/learning on the pupil
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Takeuchi, Yasuko. "Analyse conversationnelle contrastive franco-japonaise : autonomie vs interdépendance ou quand l'usage de la langue révèle deux visions de soi-même et d'autrui." Grenoble 3, 2003. http://www.theses.fr/2003GRE39013.
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Dans une perspective d'anthropologie linguistique, cette thèse entreprend une analyse conversationnelle ethnométhodologique et contrastive en triple corpus : quatre séries d'interactions (conversations quotidiennes en face-à-face avec les étudiants) filmées, chacune comportant une interaction endolingue française, une endolingue japonaise et une exolingue franco-japonaise réalisée en français, seront analysées. Après une synthèse théorique du domaine, nous traiterons de façon comparative les points suivants : modes de transition de locuteurs, organisation des informations dans les terrains, marqueurs énonciatifs en japonais et en français, schémas préférentiels dans différentes activités, etc. Nous serons amenée à nous interroger sur les questions suivantes : En quoi consistent les différences et les points communs des "façons de parler" des locuteurs respectifs? Qu'est-ce qui se passe lorsque les locuteurs provenant de deux langue-ccultures distinctes entrent en contact?
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Tåqvist, Marie. ""Another thing" : Discourse-organising nouns in advanced learner English." Doctoral thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41085.
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This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker (L1) students and from expert writing in this respect. The study uses corpus linguistic methodology and is set within the frameworks of Halliday’s systemic-functional linguistics and Granger’s Contrastive Interlanguage Analysis. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect. Specifically, the students’ usage was found to be less varied than the expert writing, and to be characterised by more frequent use of semantically vague nouns (e.g., thing and fact) and nouns marking attitude and involvement (e.g., opinion and question). Other central findings include the tendency, on the part of the students, to use DONs less frequently in syntactic structures prototypical of formal academic prose, and to use them more frequently in structures with the potential to express stance, compared to the expert writing. The study also found more frequent use of evaluative modifiers of DONs in the student writing. In sum, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal.This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker students and from expert writing in this respect. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. In short, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect.
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Barri, Houayda Al. "Analyse des marques transcodiques dans l’interlangues d’arabophones apprenant le français : le cas d’apprenants syriens." Rennes 2, 2005. http://www.theses.fr/2005REN20015.
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Le but de cette thèse est de cerner les difficultés rencontrées par des arabophones apprenant le F. L. E. L’observation de ce type de faits permet de faire un bref rappel des méthodologies de l’enseignement du F. L. E. Ce rappel permet à son tour d’analyser à la fois les conceptions que se font les méthodologies de la langue, de l’apprenant et de la relation pédagogique, que leurs fondements théoriques mettent en place. La compétence de communication s’avère ainsi essentielle. L’analyse des données a démontré que, lors de l’apprentissage du F. L. E. Par des arabophones, le passage d’une langue à l’autre, à l’intérieur d’un échange, entraine des alternances codiques, ou des marques transcodiques. Du coup, il est important de revenir à l’approche contrastive qui tienne davantage compte des caractères inhérents à la personnalité de l’apprenant dans son enracinement plurilinguistique et pluriculturelle. L’analyse contrastive permet une comparaison des structures des deux langues, à savoir l’arabe et le français, dans leurs variétés, pour donner ainsi accès au langage et à la communicationIn this PhD dissertation, the aim is to study the difficulties Arabic-speaking people have in learning French as a Foreign Language. Therefore this topic enables us to make a brief account of the history of the different methods used to teach French to foreigners. The way each method considers the language, the learner and his relationship to the teacher will be examined. Thus, talking of communicative skills is of the utmost importance here. These skills are the root of multilingualism and the idea of multi-culture. The of researches have revealed that Arabic-speaking people use code-switching or code-mixing when speaking the foreign language. As a consequence, it is important to use a contrastive approach, which takes into account the inner nature of the learner in this multilingual and multi-cultural context. The contrastive approach enables us to compare the structure of French and Arabic, their different aspects and how they enable people to communicate
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Jian-cheng, Chen, and 陳建誠. "An Interlanguage Corpus-Based Contrastive Analysis Between the Chinese Verb "SHI" and the English Verb "BE"." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/40617597696487556499.
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碩士國立政治大學
語言學研究所
90
Based on the interlanguage data in a well-organized corpus, this thesis aims to study the meaning and function of the Chinese verb “SHI”, and its contrastive relation with the English verb “BE”. We classify the usages of “SHI” into three categories: copula usage (including equalizing and categorizing sentences), emphasizing usage (with or without “DE”), and affirmative answer usage. Meanwhile, its functions may vary with the structural transformation of negation and interrogation. We also analyzed the errors and found the most frequent errors appear in such sentences with only adjectives in the predicate. We thereby propose suggestions on the sequencing and pedagogical application.
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Alves, Liliana Raquel Monteiro. "O desenvolvimento de destrezas de escrita em estudantes de português língua estrangeira : componentes lexicais, gramaticais, gráficas e pragmáticas." Master's thesis, 2012. http://hdl.handle.net/1822/24034.
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Relatório de estágio de mestrado em Português Língua Não Materna - Português
Língua Estrangeira e Português Língua SegundaEste estudo refere-se à análise da interlíngua escrita, baseando-se na Análise de Erros produzidos por estudantes de Português Língua Não Materna. Um dos primeiros linguistas a destacar a importância dos erros no processo de ensino/aprendizagem de línguas estrangeiras foi Stephen Pit Corder (1966) no seu artigo “The Significance of Learner’s Errors”. Desde então, o erro é visto como um passo obrigatório para chegar à língua meta e, por conseguinte, os erros têm vindo a ser o centro de muitas pesquisas. Neste trabalho expomos os resultados de um estudo em que analisámos um corpus de textos escritos produzidos por estudantes de Português Língua Não Materna da Universidade do Minho. Nele identificamos, descrevemos e classificamos os erros mais frequentes com o objetivo de 1) apreciar o desenvolvimento da competência linguística de produção escrita, 2) determinar quais são os erros mais comuns na interlíngua desses alunos e 3) apresentar algumas sugestões de atividades no sentido de melhorar as competências de produção escrita deste tipo de estudantes. Com este estudo procurámos dar um contributo útil para a compreensão dos fenómenos de aquisição e desenvolvimento das competências de escrita, bem assim como para a otimização das estratégias de ensino da escrita desenvolvida pelos professores de Português Língua Não Materna.
Cette étude se réfère à l’analyse de l’interlangue écrite qui se base sur les erreurs commises par des étudiants de Portugais Langue Non Maternelle. L’un des premiers linguistes à souligner l’importance des erreurs dans le processus d’enseignement/apprentissage de langues étrangères fut Stephen Pit Corder (1966) dans son article “The Significance of Learner’s Errors”. Depuis lors, l’erreur est vue comme un passage obligatoire pour parvenir à la langue d’arrivée et, par conséquent, les erreurs sont devenues le centre d’un grand nombre de recherches. Dans ce travail, nous exposons les résultats d’une étude où nous avons analysé un corpus de textes écrits réalisés par des étudiants de Portugais Langue Non Maternelle de l’Universidade do Minho. Nous identifions, décrierons et classifierons les erreurs les plus fréquentes ayant pour objectif de 1) observer le développement de la compétence linguistique en production écrite, 2) déterminer quelles sont les erreurs les plus communes dans l’interlangue des étudiants, 3) présenter quelques suggestions d’activités pour améliorer les compétences de production écrite de ces étudiants. Avec cette étude, nous cherchons à apporter une contribution utile à la compréhension des phénomènes d’acquisition et de développement des compétences d’écrite, mais également à l’optimisation des stratégies de l’enseignement de l’écrit développées par les professeurs de Portugais Langue Non Maternelle.
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Deborah, Cappelli. "Spagnolo e italiano: stati di interlingua e transfer." Doctoral thesis, 2022. http://hdl.handle.net/2158/1277848.
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Il progetto proposto nasce con l’obiettivo di esaminare il processo di apprendimento di L2 da parte di parlanti con L1 affine, con particolare attenzione per lo spagnolo e l’italiano. Il tema affrontato riguarda sia gli aspetti teorici che quelli pratici dell’apprendimento di L2 affine a L1, e ha come nucleo tematico le questioni classiche della mescolanza e del transfer. Iniziando con una panoramica generale sulla relazione tra interlingua e processi di acquisizione di lingue seconde, sono andata poi ad analizzare tutti gli elementi che incidono nell’apprendimento delle lingue affini focalizzandomi sul ruolo della L1, sulla contrastività, sull’azione del transfer e sull’influenza interlinguistica evidenziandone le varie tipologie e manifestazioni.
Ho osservato l’interlingua sia come prodotto di un processo di apprendimento su cui modellare un’azione didattica, sia come un sistema proprio e strettamente vincolato alla L1 dell’apprendente. L’’interlingua rappresenta un sistema linguistico indipendente costituito da una serie di dati osservabili che riflettono i tentativi dell’apprendente di esprimersi in una lingua straniera che ancora non conosce bene. Perciò, l’interlingua contiene in
sé tutte le informazioni necessarie per capire il livello di apprendimento e analizzarla permette di verificare se il discente sta veramente sviluppando la competenza nella nuova lingua o continua solamente a manipolare la propria. Per tale ragione, mi sono dedicata alla trascrizione di un corpus di interlingua dello spagnolo parlato da italofoni, studenti della Facoltà di lingue dell’Università di Salerno che sono stati monitorati durante i tre anni di corso della laurea triennale. Si tratta di un corpus di produzioni sia scritte sia orali di dimensioni importanti; il materiale era già stato raccolto ma doveva essere interamente catalogato e trascritto. Una volta fatto ciò sono passata ad una prima classificazione degli errori suddivisi per anno e tipologia di produzione (scritto o orale) per poi analizzarli con l’obbiettivo di identificare le aree più
problematiche e gli errori che tendono a fossilizzarsi.
Un particolare interesse è stato rivolto alla morfologia e alla sintassi con l’obiettivo di verificare fino a che punto la lingua madre tende a prevalere sull’idioma che si sta imparando. In generale, è possibile pensare che l’affinità tra L1 e L2 favorisca i diversi tipi di errori e una maggiore mescolanza tra le due lingue. Inoltre, la morfologia e la sintassi rivelano molti caratteri nascosti delle fasi di apprendimento e studiarli può aiutare a capire, correggere e, se possibile, prevenire alcuni errori. Dare la giusta importanza a questi ambiti può favorire un corretto apprendimento fin dalle fasi iniziali, in quanto correggere alcuni aspetti errati può rivelarsi impossibile agli stadi successivi. Tutto ciò si ricollega al ruolo giocato dalla L1 e alle ingannevoli somiglianze legate alla forte vicinanza.
Infine, ho scelto di dedicare una piccola parte della tesi all’apprendimento di lingue straniere nei discenti con dislessia, evidenziando il fatto che alcune lingue amplificano le manifestazioni della dislessia, mentre altre le attenuano. Le abilità del soggetto possono essere più o meno sviluppate, ciò dipende dalla lingua straniera che decide di studiare e dalla sua lingua materna. Di fatti se un bambino sceglie di imparare una lingua molto simile alla sua avrà meno difficoltà perché avrà già acquisito strategie nella propria lingua. Mentre se la lingua è molto differente dalla propria, ovviamente, le difficoltà aumentano. I fattori che incidono nel rapporto tra dislessia e lingua straniera sono la trasparenza ortografica e l’affinità linguistica.
This project was created with the aim of examining the learning process of L2 by speakers with similar L1, with particular attention to Spanish and Italian. The topic concerns both the theoretical and practical aspects of learning L2 similar to L1, and its thematic core is linked to the classic issues of mixing and transfer. Starting with a general overview of the relationship between interlanguage and second language acquisition processes, I decided to analyze all the elements that affect the learning of related languages, focusing on the role of L1, on contrastivity, on the action of transfer and on the interlingual influence, highlighting the various types and manifestations.
I observed the interlanguage both as a product of a learning process on which to model a didactic action, and as a system of its own and closely linked to the learner's L1. The Interlanguage represents an independent linguistic system consisting of a series of observable data that reflect the learner's attempts to express himself in a foreign language he does not yet know well. Therefore, the interlanguage contains all the information necessary to understand the level of learning and its analysis allows to verify if the learner is really developing the competence in the new language or only continues to manipulate his own. For this reason, I decided to transcribing an inter-language corpus of Spanish spoken by Italian speakers, students of the Faculty of Languages of the University of Salerno who were monitored during the three-year course of the three-year degree. It is a corpus of many written and oral productions; the material had already been collected but had to be fully cataloged and transcribed.
Once this was done, I moved on to an initial classification of errors divided by year and type of production (written or oral) and then I analyzed them with the aim of identifying the most problematic areas and errors that tend to fossilize.
A particular interest was devoted to morphology and syntax with the aim of verifying to what extent the mother tongue tends to prevail over the language being learned. In general, it is possible to think that the affinity between L1 and L2 favors the different types of errors and greater mixing between the two languages. Furthermore, the morphology and syntax reveal many hidden characters of the learning phases and studying them can help to understand, correct and, if possible, prevent some errors. Giving the right importance to these areas can promote correct learning from the initial stages, as correcting some incorrect aspects may prove impossible in the following stages. All these aspects are related to the role played by L1 and to the deceptive similarities linked to the strong proximity.
In addition, I chose to dedicate a small part of the thesis to learning foreign languages in students with dyslexia, highlighting the fact that some languages amplify the manifestations of dyslexia, while others attenuate them. The subject's skills can be developed in different ways, this depends on the foreign language they decide to study and on their mother tongue. In fact, if students choose to learn a language very similar to their own, they will have less difficulty because they will have already acquired strategies in their own language. While if the language is very different from one's own, obviously, the difficulties increase. The factors that affect the relationship between dyslexia and a foreign language are spelling transparency and linguistic affinity.
Books on the topic "Contrastive Interlanguage Analysi"
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Análisis contrastivo, análisis de errores e interlengua en el marco de la lingüística contrastiva. Madrid: Síntesis, 1993.
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Yen-pʻing, Chʻü. Interdiscourse--a step beyond interlanguage. Pei-ching: Wai yü chiao hsüeh yü yen chiu chʻu pan she, 1991.
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M, Liceras Juana, ed. La Adquisición de las lenguas extranjeras: Hacia un modelo de análisis de la interlengua. Madrid: Visor, 1992.
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Tizón-Couto, Beatriz. Clausal complements in native and learner spoken English: A corpus-based study with LINDSEI and VICOLSE. Bern: Peter Lang, 2012.
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To err is human--: An investigation of grammatical errors in Swedish 16-year-old learners' written production in English. Göteborg, Sweden: Göteborg University, Department of English, 2003.
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Purves, Alan C. Writing Across Languages and Cultures: Issues in Contrastive Rhetoric (SAGE Series on Written Communication). Sage Publications, Inc, 1988.
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Purves, Alan C. Writing Across Languages and Cultures: Issues in Contrastive Rhetoric (SAGE Series on Written Communication). Sage Publications, Inc, 1988.
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Cherchali, Katie. How can contrastive analysis, error analysis and interlanguage studies help in the identification, categorisation and explanation of commonly occurring errors in Japanese learners' written academic English. 1995.
Find full textBook chapters on the topic "Contrastive Interlanguage Analysi"
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Hasselgård, Hilde, and Stig Johansson. "Learner corpora and contrastive interlanguage analysis." In Studies in Corpus Linguistics, 33–62. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/scl.45.06has.
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Archibald, John. "Transfer, contrastive analysis and interlanguage phonology." In The Routledge Handbook of Contemporary English Pronunciation, 8–24. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-2.
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Díez, Francisco Gutiérrez. "Contrastive intonation and error analysis: Tonality and tonicity in the interlanguage of a group of Spanish learners of English." In Languages and Cultures in Contrast and Comparison, 327–54. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/pbns.175.17die.
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Roszko, Danuta, and Roman Roszko. "O zastosowaniu teoretycznych badań konfrontatywnych z językiem pośrednikiem w badaniach polonistycznych." In JĘZYK POLSKI – MIĘDZY TRADYCJĄ A WSPÓŁCZESNOŚCIĄ. Księga jubileuszowa z okazji stulecia Towarzystwa Miłośników Języka Polskiego, 683–94. Wydawnictwo Naukowe Uniwersytetu Pedagogicznego w Krakowie, 2021. http://dx.doi.org/10.24917/9788380846258.56.
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The application of theoretical contrastive analysis using an interlanguage in Polish studies Summary The article presents the methodology of theoretical contrastive analysis using an interlanguage. A parallel contrastive description is facilitated by a semantic interlanguage, which is created prior to work on the linguistic material. The article, based on the example of selected semantic meanings (units) in the category of definiteness / indefiniteness, proves the added value in Polish, which arises simultaneously from the application of theoretical contrastive analysis using an interlanguage and the exploration of the resources of the Polish-Lithuanian Parallel Corpus. The authors perform a projection of clear characteristics of Lithuanian onto Polish, thereby enriching and more precisely defining the description of exponents of the definiteness/indefiniteness semantic category in the Polish language.
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"Combining contrastive and interlanguage analysis to apprehend transfer: detection, explanation, evaluation." In Linking up contrastive and learner corpus research, 1–33. Brill | Rodopi, 2008. http://dx.doi.org/10.1163/9789401206204_002.
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Kļavinska, Antra. "Latviešu valodas apguvēju korpuss lietojumā: teorētisks un metodoloģisks ieskats." In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums, 162–77. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.162.
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Several text corpora have been created in Latvia, including learner corpora. One of the latest projects is the Latvian Language Learner Corpus (LaVA), which contains the works of international students studying in Latvian higher education institutions who are learning Latvian as a foreign language. The texts are morphologically tagged automatically, and learner errors are tagged manually. A sufficient scope of publications is available, which provides the theoretical basis for the creation of Latvian language learner corpora; however, there is a lack of studies or practical methodological guidelines concerning the opportunities for their application, and there is little data about the use of text corpora in language acquisition. The aim of this study is to explain from the theoretical perspective for what purposes learner corpus data may be used, as well as to illustrate the methodological groundwork with examples from the LaVA corpus. Analysis of theoretical literature has demonstrated the functions and meaning of learner corpora in research, and experience with the use of corpora in acquiring a foreign language has been analysed. Examples of the use of the LaVA corpus as a didactic resource have been prepared using Corpus Linguistics methods. The study was conducted within the state research programme project “The Latvian Language”. After studying the functions of learner corpora from the theoretical perspective, it was concluded that the target audience of the LaVA corpus mainly includes teachers of Latvian as a foreign language (LATS), authors of teaching materials, as well as Latvian language learners. To facilitate the use of the LaVA corpus, it is important to have basic knowledge of Corpus Linguistics, an understanding of the theory of language, as well as an understanding of foreign language teaching methodology. LATS teachers can use the LaVA corpus data in the creation of curricula and teaching materials, in the preparation of language proficiency tests, etc. Using the inductive approach in language acquisition, language learners can also become language researchers, can analyse the errors of other learners, etc. Undeniably, the LaVA corpus can be used in broader linguistic research, for example, in contrastive interlanguage analysis, comparing the data of language learners with the data of native speakers or the data of different groups of language learners.
Conference papers on the topic "Contrastive Interlanguage Analysi"
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Şahin Kizil, Aysel. "THE USE OF METADISCOURSE IN SPOKEN INTERLANGUAGE OF EFL LEARNERS: A CONTRASTIVE ANALYSIS." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.010.
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"Contrastive Analysis of the Interlanguages of Unaccompanied Foreign Minors Learning L2 Italian." In Dec. 26-27, 2019 Bangkok (Thailand). Eminent Association of Pioneers, 2019. http://dx.doi.org/10.17758/eares9.p1219001.
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Nakayama, Shusaku. "Contrastive Interlanguage Analysis of Modal Auxiliary Verb Usage by Japanese Learners of English in Argumentative Essays." In The IAFOR International Conference on Education – Hawaii 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-1036.2020.41.
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