Psychological Basis of Contrastive Analysis

These vocabulary flashcards cover the psychological foundations of Contrastive Analysis (CA), including transfer theories, cognitive processes, and behaviorist habit formation.

Transfer (Brown, 2021)

The influence of prior linguistic knowledge on the learning of a new language where learners rely on what they already know to make sense of new input.

Transfer (James, 2015)

The carrying over of patterns from the first language into the second language, whether the result is appropriate or inappropriate.

Transfer Theory (Robert Lado, 1957)

Developed in 'Linguistics Across Cultures,' it states that elements similar to the native language will be simple for learners, while different elements will be difficult.

Positive Transfer

Occurs when similar structures in the first language (L1) and second language (L2) facilitate learning, such as the shared Subject–Verb–Object (SVO) order in Malay and English.

Negative Transfer (Interference)

Occurs when differences between the first language (L1) and second language (L2) lead to errors, such as a Malay speaker omitting English tense markers.

Strong Version of Contrastive Analysis

The assumption that most learner errors are caused by L1 interference and can be predicted by comparing L1 and L2 structures.

Cognitivism

An approach that views language acquisition as an active mental process where learners construct internal representations, form hypotheses, and test rules.

Cross-association

The mental linking of similar forms or meanings between the L1 and L2 based on surface resemblance rather than deep structural equivalence.

Ignorance Hypothesis

Associated with Carl James (2015), it suggests errors occur because learners do not yet know the relevant target language rule rather than due to L1 interference.

Overgeneralisation

A developmental error where a learner applies a regular rule, such as the past tense "-ed" suffix, to irregular verbs (e.g., "goed").

Rule simplification

A strategy where learners avoid complex forms, such as auxiliary verbs, due to a lack of mastery (e.g., "He no like coffee").

Behaviourism

A learning theory from the 1950s–1960s viewing language acquisition as a process of habit formation through stimulus, response, and reinforcement.

Stimulus–Response (S–R) Theory

A behaviorist theory proposed by B. F. Skinner (1957) where input triggers an output that is strengthened by positive reinforcement.

Associationism

A psychological theory developed by John Locke and David Hume explaining how frequent repetition strengthens mental links between words, sounds, and meanings.

Law of Effect

A principle in learning theory developed by Edward Thorndike that is associated with the strengthening of L1 habits.

Error Analysis (EA)

An approach focusing on actual learner errors as evidence of the learning process, recognizing developmental factors and multiple causes for errors beyond L1 interference.