Contrastive Analysis and Error Analysis in
combination with Analysis of the Semantic Level |
|
Ljubica
Kardaleska (Skopje) |
There are a number of factors that interact and influence the linguistic
performance of a second or a foreign language learner. They include: language
transfer, intralingual interference, sociolinguistic situation, modality, age,
approximative system, hierarchy of difficulties.
Although a number of variables affect learner's performance, one of the
principal factors is a specific type of mental organization a learner possesses
(reflected in the specific learning style of a particular learner), which
causes him to use a set of processing strategies to produce utterances in a
language.
Contrastive analysis and Error Analysis have been regarded as main pillars
in the domain of second or foreign language acquisition.
Contrastive Analysis of two languages in
question: L1 and L2, pointing at the specific features of each language system
(in its major areas: phonology, morphology, lexicology, syntax, text analysis)
helps in the process of anticipation of possible difficulties with the L2
learners. A part of the difficulties can be attributed to the mother tongue
(first language) interference.
With the knowledge about the kinds and degree of differences between
languages on a number of linguistic levels from phonetics to stylistics, CL has
contributed a lot to the general methodology and theory of language teaching.
Applied Contrastive Linguistics has concerned itself with error-prediction.
Error analysis by observation and analysis
of the most frequent patterns in use of L2 helps in creating a systematic and
orderly list of problems that require special consideration having into account
not only the data from the contrastive analysis but also all the above listed
factors in the language learning process.
Nevertheless, my view is that the results from
Contrastive Analysis and Error Analysis would be incomplete without awareness
of the deep level of semantic categories. These categories reflect the way in
which speakers conceptualise the world around them. In fact, these categories
are essential for the linguistic means used to express them.
Different languages and their grammars may be regarded
as autonomous, but when it comes to Semantics it seems that it is
the core of the languages and a common or universal basis that they share,
regardless of the differences in their grammars. Therefore I believe that it is
very important for a translator or a second (and foreign) language teacher to
be aware of the interaction of the level of semantic categories and the level
of formal exponents.
Doing semantics is largely a matter of conceptual
analysis, exploring the nature of meaning in a careful and thoughtful way,
using a wide range of examples. Examples show that the relationship between
mental processes (thoughts), abstract semantic entities (propositions),
linguistic entities (sentences) and actions (utterances) is problematic and
complicated.
To
illustrate my belief in the significance of Semantics, I have chosen one area
of grammar which I find a ground of numerous difficulties for the foreign /
second language learners and that is the category of Definiteness,
linguistically expressed by Articles.