(1995), discovered through a study done on native Italian groups and native English groups that even the really experienced Native Italian speakers of English who have spoken English for a long time are still capable of pronouncing some of the English consonants inaccurately. “The study revealed that some of the NI subgroups produced word-initial tokens
described as; errors are result of ignorance whereas, mistakes are result of stress. In order to learn a language, it is important to understand the process. EA (error analysis) is part of this process. As Corder has
simple, continuous or perfect like in English. It seems to me that the most problematic perfect tenses for Polish learners of English are Present Perfect and Past Perfect. They tend to use Present Perfect when talking about past situations, e.g. a sentence in Polish Znam ją od lat is expressed using a present tense, but in English it would have to be in Present Perfect (I have known her for years). In the hierarchy of difficulty proposed by Contrastive Analysis, it is called a split (which means that
Contrastive linguistics is a branch of general linguistics that aims to compare from a descriptive point of view two different languages noting their similarities and differences. It can be said that two languages are socio-culturally linked when they are used by a considerable number of bi- or multilingual speakers, and/or a substantial amount of ‘linguistic output’ (text, oral discourse) is translated from one language into the other. In general terms, mention can be made of a theoretical contrastive
contexts when writing (Cumming, 1998). The following are descriptions of these four research emphases. Focus on the written texts: One group of studies focuses on the texts that writers produce, for example, contrastive rhetorical analyses of how text forms differ across languages. Contrastive rhetorical analyses find their basis in an idea put forth by Kaplan (1966), who claimed that writers of different language and cultural backgrounds have different expectations about the forms that
culture phenomenon in both Chinese and English communities, death euphemism, with its long standing history, has been regarded as a crucial component of euphemism, which is both linguistic and cultural ubiquitous in human language and social life since there exists unpleasant or offensive words so that individuals would substitute relatively indirect terms to avoid cultural sensitivity. This paper attempts to make a contrastive analysis of Chinese and English death euphemism and expound the causes
main principles of ESP/EVOP are discourse analysis, ethnography, needs analysis, critical perspectives, social constructionism, and contrastive rhetoric (Hyland, 2002b). 2.5 Roles and Responsibilities of Teachers and Students in ESP/EVOP Learning A study on the effects of ESP on early language learners should have an element of the roles and responsibilities of teachers in the learning process. Quite a few literatures specifically focus on the roles and responsibilities of teachers in ESP compared
effect of language transfer in Turkish EFL learners. They focused on grammatical difficulties while learners acquiring word order patterns (verb placement) in English. They found that differences in syntactic structure of two languages causes transfer errors. Turkish the basic word order is SOV (subject-object-verb) which is in contrast with English word order SVO (subject-verb-object), and Turkish word order is quite flexible. The results of this study was based on the findings of Grammatical Judgment
recognized it as the primary language of their African American students (Baron), it was first created in 1973 by a group of black scholars who wanted to avoid the negative connotations of other terms like “Nonstandard Negro English.” It is also called African American Vernacular English (AAVE), African
universals, they suggest that an alternative methodology based on cross-cultural politeness research would offer a more open and flexible perspective. Mao (1994) has undertaken this task of constructing a framework for the analysis of other face dynamics. He starts from a contrastive study of Brown and Levinson’s and the Chinese and Japanese concepts of face to show why their account of politeness pragmatics is non-applicable to these cultures. In Chinese, the literal meaning of the word ‘face’, that