The basis of contrastive analysis hypothesis is the behavioral psychology that reflects in Skinner’s theory of stimulus response. Another psychological basis of contrastive analysis hypothesis is associationism. Learning of all kinds leads to formation of the habit. Learning fundamentally occurs through reinforcement. …
In the same way, second language learners of different nationalities find it difficult to produce the voiced consonant of the article “the” as well as the voiceless counterpart of this article as in “thin”. Grammatical errors that the learners of second language make can, in part, be attributed to interference between the first language and the second language. Nevertheless, at the phonological level, there is a certain level of reliability. Differences between other languages and English are often the major reason behind the interference. The process of learning is considerably simplified as the phonological differences or similarities between the first language and the second language become greater. Use of contrastive analysis hypothesis in the teaching of second language Inaccuracy of the learner’s language imparts the need for the teacher to ascertain if the error is related to pronunciation or grammar. In spite of all the controversies and criticisms that the use of contrastive analysis as a way of teaching second language has gained, many teachers still find the insights provided by the contrastive analysis hypothesis quite useful and helpful in comprehending the problems commonly faced by the students, and for making students understand what they need to learn. The contrastive analysis hypothesis provides the learners with the awareness of the differences between their first language and the second language. This helps the learners realize what speech habits of their native language can be transferred to the second language. “It seems desirable, then, that teachers be familiar with the significant differences between the...
This essay approves that grammatical errors that the learners of second language make can, in part, be attributed to interference between the first language and the second language. Nevertheless, at the phonological level, there is a certain level of reliability. Differences between other languages and English are often the major reason behind the interference. The process of learning is considerably simplified as the phonological differences or similarities between the first language and the second language become greater.
This report makes a conclusion that the interaction hypothesis assumes the learner to be in a continuous cycle of learning. The quality and amount of learning is directly linked with the variety of experiences that the learner has in the everyday life. Learner in the eyes of interaction hypothesis is a person with receptive personality traits. The curiosity of learning is assumed to be ingrained in the learner. However, the quality of learning is fundamentally associated with the hold of the other person in communication with the learner over the second language of the learner. The learner might be able to learn more as a result of the interaction with another individual who is also a non-native speaker of the language in which the communication takes place because the learner can then identify with the communication partner and might thus be better able achieve hold over the weak areas. During the process of communication, the learner negotiates in the second language which reveals gaps in his/her abilities. ...
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(Second Langauge Learning Assignment Example | Topics and Well Written Essays - 2250 Words)
“Second Langauge Learning Assignment Example | Topics and Well Written Essays - 2250 Words”, n.d. https://studentshare.net/education/13953-second-langauge-learning.
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