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CA has been of great help for teachers of a second language for they are able to see the
differences of two languages and registered them into books.
Thirdly, even if CA analysis purpose is to show the similarities of two languages, it has
shown itself productive given be the case that it manages to find one similarity, it does not
relate the similarities of the two languages, but once seen the similarity it presents it within
the context of the second language, which in the end is a way of letting know the students
that every language has its own nature regardless of the similarity.
Fourthly, CA research has shown that however the resemblance of two elements of the (L1)
and (L2) the functional loads that the (L2) gives to the same element of the (L1) can vary
which is telling us that the likeness in the two elements though lexical can have a very
functional distinction. Here CA demonstrates that not everything is what it seems.
Fifthly, CA makes a double job the first one is to make sure that the students of (L2) are not
transferring his (L1), which would no help the student to really make an approach to the
(L2), and the second one is that CA compares the production of L2 with the standard of the
same language to see if there can be some flexibility in the grammar of the (L2).
As a conclusion CA took the leading role in second language acquisition for a long time
because its aim was to predict the problems that students of an (L2) were going to have, and
as a matter of fact it was of great help until the very moment that the criticism made them
see that no all difficulties can be foretold and not all the problems come from the
comparison of languages, but from many other factors.