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Revision ON Contrastive Analysis 2019 - Dẫn nhập ngôn ngữ

đối chiếu
ngôn ngữ anh (Trường Đại học Ngoại ngữ, Đại học Đà Nẵng)

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REVISION ON CONTRASTIVE ANALYSIS

A. THEORY

1. State the major objectives of contrastive analysis suggested by Lado (1957)

2. Which hypothesis states that the structure of the first language affects the acquisition of the
second language?
3. What is the major assumption of Structuralism?
4. State the major assumption on which CAH is founded? 
5. State the definition of language transfer? (Clue: Odlin (1989) 
6. What are the two main forms of language transfer? Provide your own examples. 
7. State six assumptions that the CAH was based on, summarized by Gass and Selinker (1994: 60) 
8. What are the three versions of CAH? 
9. What are the claims of the Strong Version of CAH? 
10. In what way can similarity/difference and TC be distinguished? 
11. In what way can equivalence and TC be distinguished? 

12. State 4 major steps of the procedures of CA.

13. For the description of the specific language system in the two contrasted languages we can apply
either of the two approaches. Provide the name of the proper approach to match the description
method applied.
Name of approach of Specification
description
This kind of CA shows a descriptive imbalance, in favour of the L2 and the
researcher pay less attention to the L1 than to the L2, since it is the latter
which must be learnt
Describe L1 and L2 data independently, using the models which yield the
fullest descriptions of either language, and then translate these two
descriptions into a form which is model-neutral

14.
Please fill in the blanks of the following sentences with a word or group of words.
a) Positive Transfer (also known as 1………………), which occurs where there is a 2………………. between
L1 and L2, leading to something correct. This kind of transfer would assist the 3………………………….
b) Negative Transfer (also known as 4……………………..), which occurs where there is 5………………………
between L1 and L2, leading to something incorrect. This kind of transfer would 6…………………. the
acquisition process.
1. 2. 3. 4. 5. 6.

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B. PRACTICE
Hierarchy of difficulty

Provide your own examples for each of the level of difficulty and write your recommendation or
prediction or hypotheses about the level(s) that may cause significant difficulty for the Vietnamese
learners of English.

Level Claim Your own Your prediction

examples
Level 0 There is no difference between two
Transfer languages as far as the certain item
is concerned. Hence, there is no
barrier for the learner and he can
transfer without any difficulty a
certain sound, lexical item ,
structure
Level 1 This is when two items in one
Coalescence language become one item or
equivalent in other language . In
this case the learner must put aside
the item which he adapted and
forget about it while he is using the
other language.
Level 2 This is a case in which an item from
Underdifferentiation native language is not present in
the target language . The learner
must avoid this item
Level 3 An item that is present in native
Reinterpretation language has a new form or
distribution in target language.
Example: tenses in Serbian
language are used in a different
way and there isn’t the same
number of tenses.
Level 4 This is a case when we have a
Overdifferentiation completely new item which does
not exist or it has little or no
similarity to any item in the other
language. In this scenario the
learner must adopt the new
language item.
Level 5 Split This is when one item in native
language become two or even
more items in the target language ,
which forces the learner to make a
new difference between items.

Negative transfer/Interference
Examine the sentences in the box on the box below and answer the following questions.
i) Identify the cause of error of transfer (lexical or structural) in the each of the following
sentences;

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ii) Write the intended correct sentences in the box on the right.
• You are asked to identify the kind of error and point out the negative transfer of the
word/structure, e.g. Có has
Erroneous sentences Cause of error of transfer Intended Correct Sentences
My family has five people. Kind of error: lexical error There are five
Có has members/persons in my
family.
Although he was so tired, but -kind of error: ................................
he still kept working.
I lost two hours to finish this -kind of error: ................................
work.
I forgot my book at home. -kind of error: ................................

I very like Coca Cola. -kind of error: ................................

English sentences that contain error form negative transfer from Vietnamese

1. Mary is a young beautiful girl. (trẻ đẹp)

2. A modern big brick house (lớn hiện đại bằng gạch)

3. He’s tall 1,7metres (cao 1,7 m)

4. She’s different with her sister. (khác với)

5. Don’t fear. (sợ)

6. The film is boring and Brad Pitt is a boring man. (chán nản)

7. Almost people came to the party. (phần lớn/hầu hết)

8. I’ll take all two shirts. (cả 2 chiếc áo)

9. All is yours. (tất cả)

10. I’ve lost all. (tất cả)

11. All child needs love. (tất cả)

12. It is not allowed to smoke. (cho phép)

13. She nearly sounds foreign. (gần như)

14. She’s dentist. (là nha sĩ)

15. You’ve made a very good progress. (một tiến bộ)

16. Don’t ask me money. (hỏi tôi tiền)

17. Don’t ask me for my name (hỏi tên)

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18. It’s 37 kilos heavy. (nặng)

19. The river is 10 meters large. (rộng)

20. Because I liked him, so I tried to help him. (cho nên)

21. I like your new dress much. (nhiều)

22. I struck her by a flower. (bằng)

23. I had some strange experiences in his military service. (trong thời gian)

24. I forgot not to mail the letter.

25. Nobody didn’t praise him.

26. I forbid you not to make noise here.

27. In Da Lat in the summer often has foggy.

28. You behave that way is very correct.

29. Because he reckless, so he caused an accident terrible

30. Where did you cut your hair?

31. Have you heard the newest news?

32. Good morning Teacher Hung!

33. I think he is not smart.

34. I cut my hair at the barber’s shop.

35. Welcome you to China.

36. Ngay cả nếu có thì giờ nàng CŨNG không muốn thấy anh

PHONOLOGICAL CA (done in Mid-term test)

Examine the sentences in the box on the box below and answer the following questions.
1. Draw up a phonemic inventory of L1 & L2;
E.g. Stop consonants in English & Vietnamese
English Vietnamese

Comment on the similarities and differences (the number of stop consonants):

2. Equate phonemes interlingually;

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E.g. English Vietnamese

p p

Comment on the similarities and differences (the number of stop consonants):

3. List phonemic variants (allophones) for L1 & L2;

E.g. English Vietnamese
p

Comment on the phonemic variants (allophones) for L1 & L2

GRAMMATICAL CA (done in Mid-term test)

Grammatical CA of language units

Examine the data below and answer the questions.

Vietnamese/English pair:

Tối qua cô ấy mệt. (Hanoi dialect)

Last night she was tired.

Cô ấy đã đọc xong cuốn sách này.

She has finished reading this book.

Hôm qua anh ấy bị chó táp.

He was snapped at by a dog yesterday.

i) Juxtapose the two pair of sentences and compare to state how explicit Vietnamese is compared to
English in the translationally-equated pair of sentences in rank of sentence, clause, phrase, word,
morpheme.

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Contrasted ranks S Cl. Phr. Wd. Morph.

Contrasted sentences

Tối qua cô ấy mệt.

She was tired yesterday.

S Cl. Phr. Wd. Morph.

Contrasted ranks

Contrasted sentences

Cô ấy đã đọc xong cuốn

sách này.

She has finished reading

this book.

S Cl. Phr. Wd. Morph.

Contrasted ranks

Contrasted sentences

Hôm qua anh ấy bị chó táp.

He was snapped at by a dog

yesterday

Suggested answer:
i) Use the figure below for the comparison of the two sentences in terms of rank scale
Contrasted ranks S Cl. Phr. Wd. Morph.
Contrasted sentences
Tối qua tôi đã đóng chặc cửa trước để 1 1 2 12
ngừa kẻ trộm.
I locked the door tightly to prevent 1 1 2 9
burglaries yesterday.
ii) Make a comment about about the explicitness of English sentence and the Vietnamese one:
The two sentences are unit identical down to the rank of phrase. Now they begin to to diverge: the
English sentence employs 9 words while the Vietnamese one uses 12 words. At the morpheme level,
the imbalance is reversed: the English sentence employs 15 morphemes whereas the Vietnamese
one uses 12 as presented follows.
Tối /qua/ tôi/ đã /đóng/ chặc /cửa /trước/ để/ ngừa /kẻ /trộm/
1 2 3 4 5 6 7 8 9 10 11 12 morphemes
Yester/day/ I/ lock/ed/ the/ door/ tight/ly/ to/ pre/vent/ burglar/i/es
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 morphemes

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English is more synthetic

Vietnamese is more analytic

LEXICAL CA

Lexical/semantic field

Please list all the members in the field of “eat” in English and “ăn” in Vietnamese (at least four
members) and answer the following questions. (done in Mid-term test)
i) Make a matrix of the semantic features of each of the members of “eat” and “ăn”
ii) Then match each members of the group in the two languages as the semantic or/and translational
equivalence, e.g. devour ≈ (ăn) ngấu nghiến

Please consult the suggested answer below.

Members in the field of “eat” in English

semantic makes a Small very quickly not polite very hungry swallowing
feature lot of amounts of manner it in big
noise food by pieces
taking very
small bites
Members of
“eat”
Wolf + +
Munch +
Nibble +
Devour +
Gobble + +

Members in the field of “ăn” in Vietnamese

semantic makes a Small very quickly not polite very swallowing
feature lot of noise amounts of manner hungry it in big
food by pieces
taking very
Members of small bites
“ăn”
Ngốn + +
Nhai tóp tép +
gặm, nhắm, +
rĩa
ngấu nghiến +
nuốt, tộng + +

English e.g. devour wolf Munch Nibble Gobble …

Vietnamese ngấu nghiến ngốn Nhai tóp tép gặm, nhắm nuốt, tộng …
equivalents

5. Please list all the members in the field of “break” in English and “làm vỡ” in Vietnamese (at least
four members) and answer the following questions. (done in Mid-term test)

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i) Make a matrix of the semantic features of each of the members of “break” and “làm vỡ”
ii) Then match each members of the group in the two languages as the semantic or/and translational
equivalence, e.g. break ≈ làm vỡ
ii) You can use a matrix to show the collocation of the verbs in English and Vietnamese as follows:

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break broke) (broken)

crush(ed)(ing)

shatter(ed)
smash(ed)

snap(ped)
chip(ped)
crack(ed)

burst
I’m afraid her leg is + in two places
The wrecked ship will + up on the rocks if the winds gets any stronger .
The cat knocked over the cup and + + it.
The angry crowd (+) + all the windows in the street if they passed.
The glass fell on the stone floor and + + into a hundred tyiny pieces.
The brittle rock + under the force of the explosion.
Juice may be extracted from fruit by + it.
Someone sat on my flowers and + them.
I can never + Brazil nuts because they are so hard.
The plate isn’t broken, only + + .
The ice was tight-packed around the door and + away a little at the time.
had to be
The wind was so strong that several branches + + clean off the big oak tree.
He + + the twig in two so that they would fit into the fire.
I had my shopping in a plastic bag which + under the weight just as I was getting onto the bus.
The nasty boys + all the pretty balloon we had blown up for the party.
The river has + its banks and flooded a wide area.

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iii) Provide the Vietnamese translational equivalents for the English sentences with the
collocation of ‘breaking verbs’ and state how many members of ‘breaking verbs’ in Vietnamese
can be used for the translation.
iv) Identify the potential transfer(s), if any, from Vietnamese ‘breaking verbs’ into English.

ANALYZING/COMPARING SOURCE SENTENCE AND TRANSLATIONAL EQUIVALENTS IN TARGET

LANGUAGE

Examine the sentence below and answer the following questions

… đôi mắt của nó làm cho tất cả mọi người xung quanh đều sợ hãi.

i) List out possible translational equivalents in English for the Vietnamese sentence
ii) Identify the causative verb type of the English translational equivalents for the
Vietnamese causative verb (làm cho sợ hãi) in terms of morphological, syntactic, lexical
categories.

E.g. làm/trấn an = to make s.b calm (down) (+ syntactic/analytic)

= to calm s.b (down) (+ lexical)

Làm/mở ... rộng = to widen ... (+ morphological)

PLEASE CONSULT THE SUGGESTED ANSWER BELOW

i) List out possible translational equivalents in English

1) His eyes made everybody afraid.
2) His eyes frightened everybody.
3) His eyes scared everybody.

ii) Identify the causative verb type of the English translational equivalents for the Vietnamese
causative verb (làm cho sợ hãi) in terms of morphological, syntactic, lexical categories.

Types of causative Syntactic/Analytic Morphological Lexical

verb

Make s.b. afraid +

Frighten s.b +

Scare s.b +

iii) Which type of causative verbs in English (mentioned in ii) has most similarities in
terms of syntactic features (word order, sentence element, number of words/morphemes) as
those in Vietnamese?

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Make s.b. afraid: Syntactic/Analytic

iv) To show the similarities between this type of causative verb (mentioned in iii) in
English and Vietnamese, please draw a table to represent the syntactic features and semantic
features of the causative verbs in the two sentences.

Subject Causative verb Object Complement

đôi mắt của nó làm cho tất cả mọi người xung đều sợ hãi
quanh

His eyes made everybody afraid

Causer Causative process Causee Resulting state

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TEST SPECIFICATION
END-COURSE TEST ON INTRODUCTION TO CONTRASTIVE ANALYSIS 2019
THEME/ COGNITIVE (LEVEL OF DIFICULTIES - BLOOM TAXONOMY)
CONTENT SKILL/FOCUS No of Question Items (QI) & score Total
REMEMBERING UNDERSTANDING APPLYING ANALYZING
Llanguage Recalling 1 QI 1 QI
transfer information that 1 mark/QI 1 mark
has been
learned
Versions of Fill in blanks 1 QI 1 QI
CAH with appropriate 2 mark/QI 2 marks
word/expression
Kinds of identify errors & 1 QI 2markS
errors rewrite 2 marks/QI
sentences
Level of transfer learning 1 QI
difficulty of prediction 1 QI
3 marks
from examples 3 marks/QI

Lexical analyzing 1 QI
analysis of translational 1 QI
2 marks
linguistic units equivalents in 2 marks/QI
employed in terms of
translational morphological,
equivalents syntatical &
semantic aspect
5 QIs
OVERALL
10
MARKS

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SAMPLE END-COURSE TEST 2018-2019

Course: Introduction to CA Test code: ENDCA1...
Course code: 4112002 Credits: 02
Date: Time allotted: 45’
FACULTY OF ENGLISH

1. State the .... . Provide your own examples. (1m)

2. Fill in the blanks to complete .... . (2ms)

You can use the words given in the box below and fill in the 10-celled box.
predictive, interference, strong, differences, explanations, weak, predict, Native Language, errors, weak,
1 2 3 4 5 6 7 8 9 10

3. Examine the sentences in the box on the box below and answer the following questions.
(2ms)
i) Identify the cause of error of transfer (lexical or structural) in the each of the following
sentences;
ii) Write the intended correct sentences in the box on the right.
• You are asked to identify the kind of error and point out the negative transfer of the
word/structure, e.g. Có has

Erroneous sentences Cause of error of transfer Intended Correct Sentences

My family has five people. Kind of error: lexical error There are five members/persons
Có has in my family.

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4. Provide your own examples ... and write your own sentence about these cases. (3ms)

Your own examples Your sentence(s)

5. Examine the Vietnamese sentences and their translational equivalents in English below,
then answer the following questions. (2ms)

Vietnamese sentence English translational equivalence

i) Identify the type of the linguistic units used in the translational equivalents
ii) Make a comparison of the Vietnamese sentence(s) and the English translational equivalents
and dtermine the most similar one in terms of syntax and semantics.

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