Contrastive Analysis Hypothesis Research Articles

Korean University Students’ Perceptions of English Idioms

Objectives This study investigates the psychological language distance regarding types of English idioms among Korean undergraduate students to elucidate the mechanisms of language transfer, hypothesizing that the perception of semantic similarity between Korean and English idioms leads to positive transfer. Methods A total of 82 undergraduate students in a metropolitan city participated in a questionnaire study that categorized English idioms based on semantic and formal similarity between Korean and English. The validity of findings regarding language transfer is enhanced when data on psychological perception, reflecting the process of language transfer, corroborates comprehension data, indicating the outcome of language transfer. In the questionnaire, therefore, the participants' psychological perceptions of the ease and difficulty of English idioms were measured using a Likert scale, and their comprehension of English idioms was assessed using a multiple-choice format. In addition, since idioms with prior knowledge are automatically processed and language transfer does not work, participants were asked to mark the items that they had prior knowledge of to exclude them from the data analysis. Results Korean students' perceived ease with English idioms was in the order of cognate idioms > pragmatic idioms > L2-only idioms > false friends idioms, while the accuracy rates of idiom comprehension were ranked as cognate idioms > pragmatic idioms > false friends idioms > L2-only idioms. The results showed that semantically similar idioms (i.e., cognate idioms, pragmatic idioms) were perceived as easier and had higher accuracy rates compared to dissimilar idioms (i.e., L2-only idioms, false friends idioms), supporting the Contrastive Analysis Hypothesis concerning transfer of meaning. However, psychological perception and accuracy rate data for dissimilar idioms produced conflicting results regarding psychological language distance. Nevertheless, pragmatic idioms with similar meanings but different forms between Korean and English were perceived as easier and had higher accuracy than false friends idioms with different meanings but similar forms. This suggests that the perception of cross-linguistic semantic similarity, rather than formal similarity, triggers positive transfer. Conclusions This study confirms the Psychotypology Hypothesis proposed by Kellerman (1983), which posits that perceived cross-linguistic similarity leads to language transfer, as supported by corroborative evidence from psychological perception and accuracy rate data. However, conflicting findings within dissimilar idioms suggest the need for follow-up studies employing various methods to measure psychological language distance, thereby validating the reality of language transfer more robustly.

Park or bark? VOT production of English bilabial stops in Omani Arabic speakers of English

This study compares Voice Onset Time (VOT) patterns of word-initial English/b/and/p/in three groups: Omani undergraduate students, Omani professors and native English speakers (NES). It aims to investigate whether Omani Arabic students and professors can produce native-like VOTs of the English bilabial stops compared to NESs, and to what extent the findings support speech learning theories, such as the Speech Learning Model and the Contrastive Analysis Hypothesis.Words containing/b, p/in two different phonetic environments (CV and CC) were elicited from the participants using a reading task. Also, Arabic words containing word-initial/b/were elicited from Omani professors to compare the VOT of Arabic and English/b/. The results revealed a significant difference between the mean VOT of Arabic and English/b/. A significant difference in the VOT patterns of/p/between students and NESs were also found, but not between professors and NESs. Students'/p/productions were characterized with shorter lag compared to those of professors or NESs. Variability in the production of English/b/existed among Omani speakers. While VOT production in NESs were characterized with short lag, students' and professors’ productions were characterized sometimes with voicing lead and other times with short/long lag. VOT values of/b/and/p/were not significantly affected by the phonetic context. The findings are discussed in relation to the Speech Learning Model and the Contrastive Analysis Hypothesis.

Female sexual function in long-term cervical cancer survivors compared with healthy women and women affected by benign gynecological disorders

ObjectiveTo compare the female sexual function between cervical cancer survivors and healthy women or with benign gynecological diseases. Study designFrom January 1, 2010 to January 31, 2019, a case-control study was conducted to compare the female sexual function of 106 cervical cancer survivors from a tertiary hospital and 185 women admitted to a gynecological outpatient clinic from the same health area for a routine gynecological examination (n=46) or for a benign gynecological disorder (symptomatic, n=113; asymptomatic, n=26).We prospectively assessed the female sexual function using the Female Sexual Function Index (FSFI). For the contrastive analysis hypothesis, we employed R statistical software. ResultsCervical cancer survivors reported lower sexual activity rates than controls, in general, did (47.12% vs. 88.65%, p=0.0001), and, particularly, compared with healthy and symptomatic controls (47.12% vs. 82.61%, p=0.003; 47.12% vs. 87.61%, p=0.0001, respectively).Sixty and fifty-eight hundredths percent of the cervical cancer survivors experienced female sexual dysfunction, mainly due to hypoactive sexual desire (93.27%). Female sexual dysfunction was diagnosed in 64.32% of the controls, with sexual arousal disorders being the most common diagnosis (44.86%).Compared with controls, cervical cancer survivors exhibited considerably lower FSFI total scores and in sexual desire and lubrication domains (p <0.000; p <0.0001; p=0.023). ConclusionsCervical cancer survivors had worse female sexual function and less sexual activity than controls did, although scores in both groups were in range of FSD. Rates of female sexual dysfunction were similar across cervical cancer survivors and controls, with hypoactive sexual desire and sexual arousal disorders as the most common diagnoses, respectively.

Quality of life in long-term cervical cancer survivors compared with healthy women and women with benign gynecological disorders

ObjectiveThe impact of cervical cancer treatment on the quality of life of long-term survivors compared with the general female population is controversial, and no studies have been conducted comparing patients with benign gynecological diseases. The aim of this study was to compare the quality of life of cervical cancer survivors with that of healthy controls. Study DesignA case-control study was conducted to compare the quality of life of 106 cervical cancer survivors from a tertiary hospital and 185 women admitted to a gynecological outpatient clinic from the same health area for a healthy woman check-up (n 46) or for a benign gynecological disorder (symptomatic, n 113; asymptomatic, n 26).To measure quality of life, self-administered questionnaires, such as the Functional Assessment Cancer Therapy-cervix and World Health Organization quality of life-brief version, were employed. Baseline scores were collected when patients first reported, and further evaluations were completed at 0–6, 7–12, 13–24, 25–60, and more than 60 months.For the contrastive analysis hypothesis, we employed R statistical software. ResultsExcept for the environment domain at 0–6, 7–12, and 13–24 months (51.52 vs. 60.73, p < 0.0001; 52 vs. 60.73, p < 0.0001; 49.81 vs. 60.73, p < 0.0001, respectively), we found no statistically significant differences in the quality of life between cervical cancer survivors and controls. We did find differences in the physical health domain scores at 0–6 months (60.22 vs. 72.42, p = 0.039) and the social relationships domain scores at 13–24 months (54 vs. 71.42, p = 0.017) between cases and asymptomatic controls. ConclusionExcept for physical well-being, environment and social relationships, which were substantially better for controls, especially in the asymptomatic, long-term cervical cancer survivorśquality of life did not vary from that of controls.

Phonological Basis of Mispronunciation in Spoken English of Kabarasi People in Social Setting

The phonological basis of mispronunciation in spoken English by Kabarasi speakers in social settings includes voicing and devoicing, vowel insertion, substitution or avoidance, and syllable misplacement. The study adopted the contrastive analysis hypothesis theory by Khresheh (2016), which describes how errors are transferred from L1 to L2 and the degree of strength of errors transferred, whether positive or negative. The data was presented and analyzed in tables from which sounds of both English and Kabarasi were written. English has 25 consonant sounds, while Kabarasi has 23. Some sounds clash while others (voiceless) match, but the mismatch rate is higher than positive transfer, leading to errors in spoken English. Such errors can be minimized by practice in English elocution and oral skills based on minimal pairs. However, all the errors in spoken English by Kabarasi speakers can not be eradicated completely, provided that the utterer is a native speaker of Lukabrasi.

Congolese Student Comprehension of CMMW: A Stumbling Stone to the Development of L2 Learners’ Acquisition

It is necessary to use Chinese Mandarin measure words (CMMW) when counting objects and actions with numbers, demonstratives, nouns and verbs. Compared to Mandarin, Lingala generally has no measure words. According to Lado’s (1957) contrastive analysis hypothesis (CAH), linguistic elements different from the learners’ native language create difficulties for them. This study uses an empirical research method to investigate L2 learners’ use of CMMW and the problems they encounter. In the empirical study, questionnaires and proficiency tests were used to collect information from the participants. A CMMW test was also designed to collect data on the application and use of different CMMW by Lingala native speakers. The results of the empirical study showed that CMMW are a difficult task for Lingala native speakers. The results of this study also showed that although Lingala native speakers have difficulties in using most of the CMMW categories, some measure words are easier to use than others. The Congolese students have stronger skills in weights and measures, collective nominal measure words and temporary nominal measure words. The main reason for the difficulties lies not only in the cross-linguistic differences between Chinese Mandarin and Lingala, but also in the complexity of some CMMW. After finding out the difficulties faced by the Congolese students learning CMMW, some preliminary suggestions for teaching CMMW in second language learning and application were proposed.

Analysis of Mandarin Monophthong Production by Intermediate-Level Learners

Abstract This study aims to document the pronunciation status and methods of Mandarin by intermediate-level learners in order to meet the practical requirements of high-precision phonetic recognition for these learners. The research investigates the formant resonance patterns and acoustic vowel charts of Mandarin pronunciation by intermediate-level learners, calculating the Euclidean distance and vowel duration parameters in both standard and non-standard Mandarin for each vowel. The trajectory and pronunciation morphology of the learners acquiring Mandarin monophthongs were thus derived. Notably, it was discovered that the Euclidean distance between the basic vowels of intermediate-level learners and native Mandarin speakers generally decreases as proficiency in Mandarin increases. Additionally, it was observed that, during the process of Mandarin acquisition by learners, there were both "similar vowels" and "unfamiliar vowels" which presented varying degrees of acquisition ease, and certain phenomena that neither the Contrastive Analysis Hypothesis (CAH) nor the Speech Learning Model (SLM) could predict.

Arabic-Speaking EFL Learners’ Pronunciation of British English Vowels: A Production-Based Study

The present study investigated the production of British English (BrE) vowels by Yemeni-Arabic learners of English. Specifically, the most problematic BrE vowels for those learners were explored in relation to Lados’ (1957) contrastive analysis hypothesis (CAH) and Flege’s (1995) Speech Learning Model (SLM). Sixty-seven Yemeni EFL learners at different proficiency levels completed a questionnaire, which mainly explored how difficult the BrE vowels are for them, and a vowel production test, which measured the learners’ production accuracy of the BrE vowels. Overall, the results revealed that Yemeni EFL learners encountered some difficulties when pronouncing BrE vowels, but their production accuracy rates increased as their levels grow. It was found that the same vowels, /e/, /ɒ/, /eə/, /ɔ:/, /ʊ/ &amp; /u:/, were found to be the most inaccurately produced sounds by learners at all levels. The subtle differences between vowels might have caused the learners’ production problems. Findings also showed that learners’ L1 vowels that are different from the BrE vowels were easier to produce, and this is congruent with the SLM.

The Survival of Contrastive Analysis Hypothesis: A Look Under the Hood

The contrastive analysis hypothesis is one of the theories that has considerably impacted second language acquisition research. Since the 1970s, this theory, which had piqued the interest of both linguists and teachers, has been heavily criticised. It has been described as unrealistic and impractical, and its basic assumptions have been questioned and unjustly debunked. However, re-reading Linguistics across Cultures, the book from which the contrastive analysis hypothesis was derived, in light of recent findings and re-examining the criticism levelled against it, reveals how valuable and insightful the book is and how irrationally it has been misrepresented. This paper attempts to clean this distortion up and demonstrate why this book is worth reading again. It sheds light on the criticism levelled against it and critically examines the alternatives (the moderate and the weak versions) offered to replace it. It also argues that, apart from its utility in comparing languages in terms of their sound systems, grammar, and vocabulary for pedagogical purposes, it can be an effective tool in comparing languages, particularly on bases above the sentence level, to uncover cultural traits. Hence, it can be a powerful means to further our knowledge of cross-cultural (mis)communication and (mis)understanding.

Improving Chinese Reading and Writing Skills: Second Language Acquisition Theory Perspective

This research aimed to study the theories and principles for improving Chinese reading and writing skills based on second language acquisition theory and investigated the factors affecting Chinese major students’ reading and writing skills for university students in northeast of Thailand. The sample groups were 386 Chinese language major students from 12 universities in the northeast of Thailand selected by voluntary selection, 9 Chinese language major students, and 3 Chinese language lecturers at universities in the northeast of Thailand selected by purposive sampling. The research instruments were questionnaires, interview form for students, and interview form for lectures. Content analysis, exploratory factor analysis, mean and standard deviation were used to analyze the collected data. The findings revealed that the appropriate theories and principles for improving reading and writing skills in Chinese as a second language were sociocultural theory, monitor theory, and contrastive analysis hypothesis. Factors affecting reading and writing skills in Chinese as a second language were vocabulary, grammar, language environment, attitude, motivation, and anxiety.

REVISING SYNTACTIC INTERFERENCE ON CONVERSATION SCRIPTS BY CONTRASTIVE ANALYSIS TEACHING METHOD

Abstract: This study is a research to the third semester of DIV Midwifery students of Kartini Polytechnique Denpasar on Bahasa Inggris I class. The purpose of this research are (1) to identify the syntactic interference of Indonesian Language into English found in conversation scripts written by the third semester of DIV Midwifery students and (2) to investigate the quality of English conversation scripts after the application of contrastive analysis method. The data of this study were taken from English conversation scripts written by the third semester of DIV Midwifery students of Kartini Polytechnique. The interview and observation method also used in collecting the data of this research to find out the students understanding in English syntactic structure. The data were grouped, tabulated and analyzed through sociolinguistic theory of interference that supported by Surface Strategy Taxonomy as well, and the Contrastive Analysis Hypothesis. Based on the analysis, the syntactic interferences found are in level of phrase, clause and sentence; and the error caused by omission, addition, and mis-formation. The interview and observation method showed the increase of the student understanding in English syntactic structure after the application of contrastive analysis method that effect the better quality of English conversation scripts.

ENGLISH AND TAGALOG VOCABULARY OF PRESCHOOLERS: A CONTRASTIVE ANALYSIS

In Philippine schools, the standard use of English and Tagalog is emphasized; code switching is discouraged. Therefore, parents of children who are exposed to and are trying to learn either of these languages, their L2 mind distinguishes correct usage of its features to avoid confusion and acquisition difficulties. Considerably, the English language acquisition in the Philippines is both influenced by nationwide use of the language in the households and communities, and exposure to information technology; both are deemed necessary in English literacy and prestige. Consequently, this case study contrasted the lexical and contextual features of L1 and L2 learned vocabulary words of pre-schoolers (male and female) to recognize their L2 acquisition difficulty and contextual cues as perceived by the parents of the subjects based on children’s personal, cognitive, and cultural attributes. Through qualitative method using the contrastive analysis hypothesis established by Lado (1957), this study supports the interlanguage of English and Tagalog; children can acquire lexical and contextual L1 and L2 prior to their formal schooling.

RELATIVE CLAUSE TRANSFER STRATEGY AND THE IMPLICATION ON CONTRASTIVE ANALYSIS HYPOTHESIS

Foreign language learners may transfer their previous language properties into that of the target language either positively or negatively. The present study was designed to investigate the transfer strategy from the Indonesian relative clauses to the English ones. It was a descriptive study. The data were collected from the theses submitted by the Master's Program students of English Language Education to the university. The study found out that most students relativized subjects successfully but frequently failed to relativize the object of which Indonesian could not do it. The students were not found relativizing indirect objects, oblique, and comparison of which Indonesian did not permit. In conclusion, the study supported the strong contrastive analysis hypothesis.

GENERAL THEORIES AND SPECIAL THEORIES IN TEACHING LANGUAGE TO NON-NATIVE SPEAKERS

The field of teaching language for non-native speakers is a rich field that has been addressed by various theories that tried to explain the process of acquiring a second language, as some of them pay great attention to the innate characteristics of the learner, and others focus on the role that the environment plays, especially in terms of providing contact with those who modify their language and patterns of interaction to suit the needs of the language learner, while other theories focus on the learner’s participation in the social contexts, or the so-called immersion in the target language environment, and the importance of research is highlighted in uncovering the mechanisms and curricula that these theories have adopted in order to achieve meaningful and distinct learning. The research aims to address this topic, trying to delve into the concepts and procedures of each theory separately in an attempt to clarify and present it to the Arab reader and student in an accessible and understandable form. We will try to rely in this study on a research plan that includes two main topics: A first topic, which we will devote to general theories in teaching language to non-native speakers; That is, theories that dealt with linguistic acquisition in general, whether related to the first or second language, and includes three main theories; They are the structural behavioral theory, the innate or Universal Grammar theory, and the functional theory. As for the second topic, we will devote it to the special theories, which are theories that dealt exclusively with teaching the language to non-native speakers, and it includes eight basic hypothesis. They are the Monitor hypothesis, the interaction hypothesis, the contrastive analysis hypothesis, the creative construction hypothesis, the fundamental difference hypothesis, Noticing hypothesis, the projection hypothesis, the competition model.In order to delve into this topic, we raise the following problems: How did cognitive theorizing for teaching a language to non-speakers of it contributed to addressing the difficulties and mistakes faced by the second language learner? How did these theories address the issue of second language teaching and acquisition?

Error Analysis in Chinese Initials Made by Bangladeshi Learners at Elementary Level

Chinese initials play an inevitable role in learning Chinese as a second language. Without the proper knowledge of Chinese initials, learners fail to communicate with people smoothly. Therefore, learners from different countries face different difficulties in learning Chinese initials. The pronunciation of Chinese consonants is not easy for foreigners, especially for Bangladeshi learners. Therefore, errors occur in the Chinese initials of Bangladeshi learners.Although Bangladeshi students often encounter difficulties learning Chinese initials, no comprehensive research done in this area. This research aims to investigate the pronunciation errors of Chinese initials made by Bangladeshi learners. To know the types of initials errors and the reason behind these errors, the error analysis hypothesis, and the contrastive analysis hypothesis was used to analyze the data. However, 20 Bangladeshi students at the elementary level were chosen as the research participants. In this research, a questionnaire survey, interview and comparative analysis were used as research methods.The common finding is that the initials error of Bangladeshi learners occurs in labial, alveolar, velar, retroflex, dental, and palatal consonants. Among them, the highest rate of error has been found in the pronunciation of retroflex, dental, palato-alveolar consonants. The research found that the reason for initials errors of Bangladeshi Chinese learners is the negative transfer of mother tongue, similar phonetic symbols, lack of learning motivation and strategy etc. Finally, the researcher provides some suggestions to correct the pronunciation of initials errors of Bangladeshi Chinese learners.

A Reassessment of the Influence of Igbo Segmentals and Their Implications on the Teaching and Learning of English Sounds

This paper reassessed the influence of Igbo segmentals on the teaching and learning of English sounds in the University of Nigeria Nsukka. It aimed to determine the extent to which phonological interference in Igbo language has negatively influenced the teaching and learning of the English phonemes. The study was anchored on Lado’s (1957) theory of Contrastive Analysis Hypothesis (CAH). The data for study were elicited from a ten-item questionnaire which was randomly distributed to 50 First Year students of the Department of English, University of Nigeria, Nsukka. Again, the findings of previous researches were utilized to contrastively augment the primary data. Using both simple percentage system and Lado’s framework, the data were analyzed quantitatively and qualitatively. The results showed that the recommendations of previous researches were yet to be fully implemented because there are still cases of language transfer at the level of phonology, particularly, the segmental level. Thus a good number of suggestions and recommendations were made to alleviate the problem.

Revising Syntactic Interference on Conversation Scripts by Contrastive Analysis Teaching Method

This study is a research to the third semester of DIV Midwifery students of Kartini Polytechnique Denpasar on Bahasa Inggris I class. The purpose of this research are (1) to identify the syntactic interference of Indonesian Language into English found in conversation scripts written by the third semester of DIV Midwifery students and (2) to investigate the quality of English conversation scripts after the application of contrastive analysis method. The data of this study were taken from English conversation scripts written by the third semester of DIV Midwifery students of Kartini Polytechnique. The interview and observation method also used in collecting the data of this research to find out the students understanding in English syntactic structure. The data were grouped, tabulated and analyzed through sociolinguistic theory of interference that supported by Surface Strategy Taxonomy as well, and the Contrastive Analysis Hypothesis. Based on the analysis, the syntactic interferences found are in level of phrase, clause and sentence; and the error caused by omission, addition, and mis-formation. The interview and observation method showed the increase of the student understanding in English syntactic structure after the application of contrastive analysis method that effect the better quality of English conversation scripts.

The Prediction of Lado’s CAH in Taiwanese EFL Learners’ Perceptual Acquisition of /s/ and /θ/

This study mainly investigated the predictions of the Contrastive Analysis Hypothesis (CAH) on Taiwanese vocational high school EFL learners’ acquisition of two English fricative consonants (/s/ and /θ/) by examining the learners’ relative perceptual difficulty of the consonants. To achieve this purpose, two research questions were devised, and a self-designed listening identification test was carried out. A total of 43 students from a private vocational high school in northern Taiwan participated in this experiment. Their accuracy in perceiving the tested consonants was measured through the identification test. After all the participants’ test scores were gathered, an independent-samples t-test was used to analyze the data. The results of the study showed that the relative perceptual difficulty of the two fricatives for the students was /s/ = /θ/. The finding suggested that Lado’s (1957) CAH could not accurately predict the participants’ acquisition of the consonants in perception.

Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners

Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH) is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological, morpho-syntactic components. For instance, the participants’ dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category, preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.

Contrastive error analysis of Turkish EFL learners in writing

The aim of this study is to find out to what extent Turkish EFL students make interlingual (interference) and intralingual (developmental) errors in writing at the university level. The mid-term and final examination papers of 50 Turkish EFL students were taken and their errors were categorized into interference and developmental errors. The results of our research have shown that they made a mean of %14.6 interference errors. Thus, this proportion does not confirm the contrastive analysis hypothesis claiming that all errors are due to the negative transfer from the mother tongue. On the other hand, they made a mean of %85.4 developmental errors which are not related to L1. So the results of T?Test indicate that Turkish EFL students made significantly more (p&lt;.001) developmental errors.