Average Process
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5 reasons why FLA is different from SLA
- Age (Critical Period Hypothesis)
- Different stages of psychological development
- Already acquired L1: transfer, interference
- Different context of learning
- different predominance of language skills (spoken vs. written; production vs. comprehension)
Contrastive Analysis Hypothesis: Main idea
- comparing languages to determine errors in order to isolate what needs to be learned in L2
- language learning = new set of habits
CAH: strong vs. weak form
- strong: by comparing two languages predictions about learning/success of language teaching material can be made
- weak: you concentrate on he learner's reocurring errors -> then looking for an explanation by comparing NL with TL
CAH: problematic TL-like forms
- certain predictions that had been made didn't occour
- errors occourred that weren't predicted
CAH: concept of difficulty and occurance of errors
- difficulty is subjective to the learner
- learner might preceive something as difficult but doesn't make any errors
- learner might think that something is easy but makes mistakes and also doesn't know these are errors
CAH: categories of the hierarchy of difficulty
- DIfferentiation: NL has one form, TL has two forms
- New category: category is present in TL, but absent in NL
- Absent category: category is present in NL, but absent in TL
- Coalescing: NL has two forms, TL has one
- Correspondence: two forms are used in almost the same way