Solving The Contrast Comparative Error Scanning Problem

In some cases, your system may generate an error indicating that a contrast analysis error scan is being compared. This problem can have many causes. The analysis of military errors is a comparative alternative to analysis. Error surveys showed that the original comparative analysis could not predict most errors, although the most useful aspects were included in their study of language transfer.

What is the difference between error analysis and contrastive analysis?

Comparative comparison of beginningsWhat comes from comparing the operating systems of two languages ​​actually only predicts problems, perhaps mistakes for the second language learner, error analysis, on the other hand, triggers second language learning mistakes and investigates their sources. and meaning in the broader context of consumption.

Contrast analysis allows you to determine what is really and what is not necessary for teaching a second language learner using language assessment (M. Gass & Selinker, 2008). On the contrary, analysis is your own method of determining whether two spoken languages ​​have something in common by understanding both the similarities and differences in different languages, which is consistent with the belief in communicative universals. (Johnson, 1999). Both signs indicate that benchmarking is maintaining a balance that is important for you to understand what is required and what is not required of the second student. If languages ​​do not have a familiar variant, then it is probably not necessary to compare languages. Although a lot can be said when comparing languages, a more important detail is the influence of L2 on L1, the study of what a second language is in phonology,morphology, syntax and sentence levels. This encourages the second language to be influenced by the first language” (Jie, 2008, order 36). Similarly, Wardhaugh argues that first and second language learners can “correct” all the “mistakes” they make all the time. These arguments demonstrate that the common problems faced by a second language novice are explainable in the first vernacular if there are cross-linguistic relations. In fact, it is the concept that a language is considered broad according to the rule of comparative analysis, which follows from the following. On the other hand, comparative research allows the study to reveal the oral origin and relationship of languages ​​with other languages, when it is uniquely unambiguous. In the words of Robert von Lado (1957: 2): The “fundamental assumption” is transference; “People end up transferring meanings and forms, explanations, dissemination and production from their native language to the culture of a foreign language and culture.” I agree with Lado, Robert because a second language learner is more likely to useWrite a direct translation to complete a complete sentence. However, this can become a problem when the script part of speech often does not match. For example, Malays using Malay as their first language and English as their second language may have difficulty placing adjectives. This is a reflection in Malay, adjectives were placed after eg;

(adj Noun,.) (name)

Which type of errors can contrastive analysis be expected to predict?

The contrastive test model is best suited for predicting phonological errors. However, errors in morphology, format, vocabulary, and speech are predicted by analysis of comparative imperfections.

This may confuse the second student, but if he understands the sentence, he is always easy to understand. The degree of clarity suggestion can be negative carry. This maintained example belongs to Jie (2008) den:

“In language learning lessons, L1 learning habits are translated into L2 teaching habits. If plans in MT have appropriate structures in TL, and L1 habits can be used successfully when they appear in L2, in the case of L1 translation, students could successfully to transfer very similar features into L2 would lead to a positive transfer violation, some elements of Ne mt have no corresponding counterparts in TL, habits of L1 would lead to errors in L2, and students would notwould carry inappropriate traits from L1.

What is the relationship between contrastive analysis and error analysis?

Proponents of error analysis point out that most contrast analysis hypotheses focus their curiosity only on predicting what the learner will do and pay no attention to learning what the learner actually does.

It is important to realize that Level 2 students are likely to use their second sentence system consistently in Grammar Level 12 (Smith, Times 1994). They selected phrases from L2 and key words that they were familiar with and used L2 grammar to formulate the concept. For example; a Malay speaker might say;

(pronoun) (verb) (noun) (pronoun) (adverb)

(adverb) (verb) (qualifier) ​​(noun)

Why do we learn contrastive linguistics before do the error analysis?

The purpose of contrastive analysis is to predict the linguistic difficulties that arise in the acquisition of a second language; According to Lado (1957), this suggests that many of the difficulties in acquiring a proper (second) language arise from mistakes new between the language and the native (first) language of the individual.

As mentioned, this statement makes sense in one place, but in another it shows that many errors and inconsistent transferred traits are found by L2 learners, and this should apply comparative analysis to the case. In Susan M. Gass and Selinker Larry Words they admit it is true that this analysis is questioned in terms of the concept of difficulty, so that the underlying theory of the new contrastive analysis of difficulty is concerned. When a user makes a mistake, it shows that the man or woman has a problem in one area, and not because of their native language. InvestigatorWell, we cannot assume that L2 learners’ possession of L2 depends on the type of L1. There are other aspects related to this issue. “There are various factors that can affect the acquisition of technique, such as common mother tongue, attitude, motivation, ability, e, knowledge of another language…” (M. Gass & Selinker, 2008). Then some benchmarking fails to notice the difficulties faced by L2 students themselves. For example, “I see/she/that/that” **cr** **cr** “I see you/she/her/him (this” part is not possible in French) (Choi, 2009).

compare contrast contrastive analysis error analysis

Mistake is analysis Analysis is type-based linguistics that focuses on the mistakes made by learners (M.Gass & Selinker, 2008). This analysis is perhaps the most important, along with a weak contrast analysis that compares these mistakes made by college students in L2. However, error analysis does not take into account native Spanish L2 errors, but compares them with the target language. “Analysis suggests errors in a much broader range of possible causes than analysis that allows researchers/teachers to start learning.Knowing as errors, later errors are attributed only to their own language” (M. Gass & Selinker, 2008). I agree with Gass and Selinker because, as Korder (1967) says, mistakes indicate that students are making progress in participation.

compare contrast contrastive analysis error analysis

Решение проблемы сканирования ошибок сравнения контрастности
Risoluzione Del Problema Di Scansione Dell’errore Comparativo Del Contrasto
Lösen Des Kontrastvergleichsfehler-Scanproblems
Résolution Du Problème De Numérisation D’erreur Comparative De Contraste
Het Scanprobleem Met Contrastvergelijkende Fouten Oplossen
Resolviendo El Problema De Escaneo De Error Comparativo De Contraste
Rozwiązywanie Problemu Z Błędem Porównania Kontrastu Podczas Skanowania
Resolvendo O Problema De Verificação De Erro Comparativo De Contraste
대비 비교 오류 스캐닝 문제 해결
Lösning Av Kontrastjämförande Felavsökningsproblem