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PUVANESWARY D/O VADIVELU

INFLUENCE OF THE L1 AND

OTHER KNOWN LANGUAGES
ON SLA
Second Language Acquisition

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The Contrastive Analysis Hypothesis

Two languages in contrast

Success in SLL

involves

master differences
between L1 and L2
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The Contrastive Analysis Hypothesis

rrors
represent
negative transfer
from L1 to L2

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The Contrastive Analysis Hypothesis

The patterns that caused difficulty could be

predicted and described.

(Lado, in Brown, 2007).

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The Contrastive Analysis Hypothesis

Model of prediction of Practor (1967)

Hierarchy of difficulty
• 6 categories of difficulty in ascending order
• applicable to both grammatical and phonological features
of language.

“Zero”´= one-to-one 5
4
correspondence and
transfer 3
2
“Fifth” = the height of 1
interference
0
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The Contrastive Analysis Hypothesis

Transfer
• No difference or contrast is present between L1 and L2.
• Positive transfer of a sound, structure or lexical item from
L1 to L2.

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The Contrastive Analysis Hypothesis

Coalescence
Two items in L1 become coalesced (come together) into
essentially one item in L2.
e.g. English 3rd-person possessives require gender
distinction and in Spanish they do not
2 1

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The Contrastive Analysis Hypothesis

Underdifferences
• An item in L1 is absent in L2.
• The learner must avoid that item.

e.g. adjectives in Spanish require gender (alto/alta)

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The Contrastive Analysis Hypothesis

Reinterpretation
An item that exists in L1 is given a new shape
or distribution.

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The Contrastive Analysis Hypothesis

Overdifferences
A new item entirely, bearing any
similarity to L1 item, must be learned.

e.g. English speakers must learn the

use of determiners in Spanish

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The Contrastive Analysis Hypothesis

Split
• One item in L1 becomes two or
more in L2.
• The learner has to make a new
distinction.

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 Wardhaugh (in Brown, 2007)

Strong version of CAH

differences
in the between L1
language language
behavior structure
can be and culture
change of a
equated
foreign vs.
language L2 language
student structure
and culture

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 Learner Language

errors

errors

Page  14 The study of the errors of learners

Error Analysis

Learning or
Errors acquiring
information

Erroneous
mistakes assumptions

misjudgments Miscalculations

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Error Analysis

feedback

errors

Language
acquisition

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Error Analysis

Corder (1967)

Learner’s
errors

what strategies or
how language is
procedures the
learned or
learner is
acquired
employing

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Error Analysis

Mistakes and errors

Mistake
a performance error that is either a
random guess or a “slip”.
Native speakers make mistakes

Error
a noticeable deviation from the adult
grammar of a native speaker.
Reflects learner’s competence
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Error Analysis

study of learners’
learners do make these errors can
errors, called
errors be analyzed
error analysis

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Error Analysis

Differences between EA & CA

Examination of
errors
attributable to
all possible
Examination of
sources
errors
resulting from
negative
transfer of the
L1
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Error Analysis

Errors in Error Analysis

Shortcomings

too closely
too much focused on overemphasis
specific languages
attention to rather than on production
learner’s errors. viewing universal data
aspects

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Error Analysis

Identifying and Describing Errors

to understand

L2
L1

complicated

because such systems cannot

be directly observed
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Error Analysis

Identifying and Describing Errors

Linguistic systems of L1
and L2 must be….

Inferred

Production &
Comprehension
data

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Error Analysis

Identifying and Describing Errors

Identification Description of Determination

2
1

3
of errors errors of the source
of errors

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Error Analysis

Identifying and Describing Errors

Corder (1971)
Provided a model

Erroneous in a SL

Page  25 Identification of errors

Error Analysis

overt vs. covert errors.

a. overt –erroneous
ungrammatically at the sentence
level.

e.g. Does John can sing?

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Error Analysis

Identifying and Describing Errors

b. covert –grammatically well-formed

but not according to context of
communication (discourse level).
e.g. I’m fine, thank you.

Grammatically correct
What if it is a response to:
“Who are you?”

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Error Analysis

Generalized: Levels of language:

addition, omission, phonology, lexicon,
substitution and grammar and
ordering discourse

Categories for
description of errors

Dimensions: domain
Global (hinds
(from phoneme to
communication) or
discourse) and
local (allows to make
extend (linguistic unit
a guess)
to be corrected)
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Error Analysis

Sources of Error

Why are certain errors made?

What cognitive strategies and styles

or even personality variables underlie
certain errors?
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Error Analysis

Interlingual transfer from the native language

(L1) to the L2

by sheep
Interference

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Error Analysis

Intralingual transfer (within the target language

itself)

Overgeneralization

e.g. “He goed”

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Error Analysis

Context of learning
e.g. in a classroom context

to make faulty hypothesis

lead the
learner

about the language

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Variation in Learner Language

Not all learner language is

orderly and systematic

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 Global errors
• hinder communication
• prevent the learner from
comprehending some aspects
of the message.
(Burt, 1975)

Hendrickson (in Brown 2007)

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“They need to be treated”
Errors in the Classroom

Local errors
• only affect a single element of a
sentence
• do not prevent a message from
being heard

Hendrickson (in Brown 2007)

“They do not need to be corrected”

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 How to correct errors?
Bailey’s taxonomy for error treatment classification

7 basic options complemented by 7 possible features

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 How to correct errors?

Basic Options

1. To treat or to ignore
2. To treat immediately or delay
3. To transfer treatment (other learners) or not
4. To transfer to another individual, subgroup or the whole
class
5. To return , or not, to original error maker after treatment
6. To allow other learners to initiate treatment
7. To test for efficacy of the treatment

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Bailey’s taxonomy for error treatment classification
Any question?

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