2.1.6 2.1.6.1 |
||||||
|
||||||
Many people instinctively believe that interference from our mother tongue is a prime source of learner error; some believe that if the L1 could only be banished from the brain, then few errors would be made. Such assumptions informed the Contrastive Analysis Hypothesis, an influential view of second language learning strongly rooted in the behaviourist views of the 1950s and 1960s. This hypothesis stated quite simply that areas of difference between the target language and the first language will cause difficulty for learners, while areas of similarity will lead to ease of learning. This seems quite plausible. English learners of French frequently say Je suis quinze ans (I am 15), while French learners of English say I have fifteen years (J'ai quinze ans). But is it always the case that differences lead to difficulties? Reflective task 8 examines some language differences where the difficulty seems to be in one direction only. Reflective task 8
|
||||||
|
||||||