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Hence, more tailor-made language design can be adopted; examples include awareness raising teaching method and hierarchical learning teaching curriculum. Second language learning: Awareness raising is the major contribution of CA in second language learning. This includes CA's abilities to explain observed errors and to outline the differences ...
While traditional linguistic studies had developed comparative methods (comparative linguistics), chiefly to demonstrate family relations between cognate languages, or to illustrate the historical developments of one or more languages, modern contrastive linguistics intends to show in what ways the two respective languages differ, in order to help in the solution of practical problems.
A contrast effect is the enhancement or diminishment, relative to normal, of perception, cognition or related performance as a result of successive (immediately previous) or simultaneous exposure to a stimulus of lesser or greater value in the same dimension. (Here, normal perception, cognition or performance is that which would be obtained in ...
In discourse theory, and computational discourse, contrast is a major discourse relation, on par with relationship like explanation or narration, and work has concentrated on trying to identify contrast in naturally produced texts, especially in cases where the contrast is not explicitly marked.
The same accessible information can result in assimilation or contrast effects, depending on how it is categorized. When the accessible information to construct the representation of the target is used, an assimilation effect results, whereas accessible information used to construct the standard of comparison leads to contrast effects.
X. Fang and J. Xue-mei (2007) pointed out that contrastive analysis hypothesis claimed that the principal barrier to second language acquisition is the interference of the first language system with the second language system and that a scientific, structural comparison of the two languages in question would enable people to predict and ...
Stephen Krashen makes a distinction between language acquisition and language learning (the acquisition–learning distinction), [47] claiming that acquisition is a subconscious process, whereas learning is a conscious one. According to this hypothesis, the acquisition process for L2 (Language 2) is the same as for L1 (Language 1) acquisition.
Language acquisition usually refers to first-language acquisition. It studies infants' acquisition of their native language , whether that is a spoken language or a sign language, [ 1 ] though it can also refer to bilingual first language acquisition (BFLA), referring to an infant's simultaneous acquisition of two native languages.