non-contrastive approach to error analysis
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non-contrastive approach to error analysis prepared for the TESOL Convention, San Francisco, March, 1970 by Jack C. Richards

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Published by International Center for Research on Bilingualism in [Quebec, Canada] .
Written in English

Subjects:

  • English language -- Errors of usage,
  • English language -- Study and teaching -- Foreign speakers -- Research

Book details:

Edition Notes

Includes bibliographical references.

StatementJack C. Richards.
SeriesPublication / International Center for Research on Bilingualism -- B-17, Publication (Université Laval. Centre international de recherches sur le bilinguisme) -- B-17.
ContributionsTeachers of English to Speakers of Other Languages. Convention, Université Laval. Centre international de recherches sur le bilinguisme.
Classifications
LC ClassificationsPE1128.A2 R48 1970
The Physical Object
Pagination22, xii leaves ;
Number of Pages22
ID Numbers
Open LibraryOL19241109M

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accounted acquired action allow analogy application application of rules approach attempts avoid Bilingualism called caused child classroom coming common competence CONCLUSIONS confusion Cont'd contexts continuous form contrastive analysis course derive develop developmental errors deviant distinctions drink enable English establish example Reviews: 1.   The paper focuses on errors in learning English which do not derive from transfers from another language, and which cannot be predicted from contrastive analysis. These are intralingual and developmental errors; they reflect the learner's competence at a particular stage and illustrate some of the general characteristics of language acquisition. This is a discussion of another phase of bilingualism--structural difficulties in the target language of the student which impede his second language acquisition. The paper focuses on errors in learning English which do not derive from transfers from another language, and which cannot be predicted from contrastive analysis. These are intralingual and developmental errors; they reflect the Cited by: Based on a paper presented at the TESOL Convention, March , San Francisco, California. (DS)Cited by:

A NON-CONTRASTIVE APPROACH TO ERROR ANALYSIS. by. Jack. C. Richards, International Center for. Research on Bilingualism, Laval University, Quebec, CANADA. experience of it in the classroom or text-book. For convenience of presentation, Tables I-VI will be discussed in terms of: 1. Over-generalization; 2. Ignorance of rule. In this account the authors outline four analytical up-proaches-contrastive, error, performance, and discourse. annlysis-trace the shifts among these approaches, and demonstrate the advantages and disadvantages of each. They also show how the diflerent approaches reflect changing conceptions of language and the nature of learners. Available in the National Library of Australia collection. Author: Richards, Jack C; Format: Book, Microform, Online; 37 p.   Addeddate Identifier uctionToErrorAnalysis2ed Identifier-ark ark://t8z92rn5k Ocr ABBYY FineReader Ppi

The issue of English acquisition in Indonesian context where English is taught as a foreign language has been circulating for years. The presents study aims at contrasting two languages as. Page 3 of 22 However, all this remains a theoretical issue. Lado ( 72) warns that this "list of problems resulting from the comparison of foreign language with native language must be considered. As time went on, various shortcomings of the contrastive analysis approach became apparent. Firstly, although Lado () sought to identify areas of language learning difficulty, in practice contrastive analysis. is a platform for academics to share research papers.