1. CONTRASTIVE ANALYSIS HYPHOTESIS
STRONGEST CLAIM
So, as Yulia Said that the goal of CA or (the
contrastive analysis) was to assist the teacher in
developing the most effective pedagogical
materials. And Ca also recommended that
teaching materials should be based on a careful
examination of both languages. And then it
appears the contrastive analysis hypothesis or
(cah) that existed in two version. First, Strong
version, also known as a priori version and
second, weak version, also known as the
posteriori version.
3.STRONG VERSION
The grammatical structures that do not
exist in the acquired second language but exist in the
learners first language will cause difficulty in
learning.
so, teaching materials should be based on
a through scientific description of the learners first
language, which in turn, should be carefully
compared to the language to be acquired.
The proponents of the strong version
claimed that, based on a carefull examination of two
languages, it would be possible to predict all
difficulties in learning the second, and help the
teacher to create pedagogical materials that can help
learners problem in learning L2.
5.WEAK VERSION
Unlike the strong version, it did not begin
with the process of comparing languages a priori, but
began a posteriori or after the actual problem
occured.
Then The weak version requires of the
linguist only that he use the best linguistic knowledge
that available. So, that is a reason why weak version
leads to an approach which makes fewer demands on
contrastive theory than does the strong version.
It starts with the evidence provided by
linguistic interference and uses such evidence to
explain similarities and differences between systems.
According to the contrastive analysis hypothesis
,difficulties in acquiring a new (second) language are
derived from the differences between the new
language and the native (first) language of a language
user.
7. Methodological Differences
Here is the methodological differences
between Weak version of CAH dan EA. Where in
The weak version of the CAH, the observed learners
errors in the target language were compared with the
learners native language. On the other hands, in EA
the learners errors in target language were compared
with the target language.
8. the learners errors are significant for three
reasons: First, they provide important information
to the teacher as to how far towards the goal the
learner has progressed. Second, they provide to the
researcher evidence of how language is learned or
acquired. Third, they are important to the learner
be- cause they are used for testing his hypotheses
about the nature of the lan- guage he is learning
2.
CAH was made when the structural
linguistics and behavioral psychology were
dominant in the sixties. It originated from Lado's
Linguistics across Cultures (1957). He made one
of the strongest claims of CAH: that we can predict
and describe the patterns that will cause difficulty in
learning, and those that will not cause difficulty, by
comparing systematically the language and the
culture to be learned with the native language and
culture of the student.
So, We can define CAH as the theory
that if a target language is similar to the primary
language, then it will be easier to learn and if there
is a great deal of difference between the two, then
the target language will be very difficult.
4.CRITICISM
The strong version of the CAH was
strongly critized : empirical findings contradicted the
basic assumption of the strong version : not all of the
predicted areas of difficulty actually could be
observed in the learners performance,
Also some areas that should not have
caused any difficulty in L2 learning (that is, areas of
positive transfer like yulia said before).
So, the failure of strong versin to
succesfully predict difficulties in learning a L2
contributed to its gradual rejection.
6.ERROR ANALYSIS
In EA or Error Analysis, the learners
errors were not regarded as sins but errors gained a
new status and significance. All of us in our native
language also can make an errors . for example
because of the pshychological condition (strong
emotion)
We must make a distinction between those
errors that are the product of such chance
circumtances and those which reveal his underlying
knowledge. We can define that the errors of
performance as a mistakes because it is
unsystematic. And the errors of competence which is
systematic and can make learners are able to
reconstruct his knowledge to the language to date.
(transitional competence).