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• W2508730222 abstract "Contrastive Analysis (CA) is the technique for determining the similarities and differences between two or more languages with the principal aim of pinpointing their implications for language teaching and learning. CA posits that all errors made by a second language learner are attributed to nterference between the structures of the source and the target language. This paper, therefore, examines the contrastive study of English and Yoruba at the syntactic level with a view to determining the possible problem areas which the Yoruba speakers learning English will have in the course of learning the language. The paper concludes that the theoretical linguist benefits from CA because it provides evidence for his theory of language and language acquisition. Contrastive Analysis It is a branch of language which is concerned with the study of different languages with the aim of bringing out their differences. C.A is a linguistic enterprise aimed at producing inverted (i.e contrastive, not comparative) two valued typologies (a C.A is always concerned with a “pair” of languages) and founded on the assumption that languages can be compared. C.A is more interested in differences rather than their likeness. It should be stated that any comparative analysis involves two steps. A ‘description’ and ‘comparison’ in the order listed above. The most effective materials (for teaching an L2) are those based upon a scientific description of the language to be learnt, carefully compared with a paralled description of the native language of the learner. The description of the L1 and L2 data could be done independently using the models (Transformation Grammar, Case Grammar etc), which yield the fullest description of either language and then translating these two descriptions into a form which is model neutral. Again, less attention should be paid to the description of L1 than to L2 since the latter is what is to be learnt. This is what is called “contact analysis”. We should be more concerned with what the teacher does with the L2 than with what linguistic knowledge (the L1) he enters the learning situation” Note that we are not saying here that the L1 does not affect the learning of L2; rather, we mean that since the learner has already got a better knowledge of the L1; attention then should instead be more on the L2 which he is just learning. For comparison, utterances (in the two" @default.
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• W2508730222 date "2012-01-01" @default.
• W2508730222 modified "2023-09-27" @default.
• W2508730222 title "A SYNTACTIC CONTRASTIVE ANALYSIS OF ENGLISH AND YORUBA LANGUAGE: A RE-EXAMINATION" @default.
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