CONTRASTIVE ANALYSIS, ERROR ANALYSIS & INTERLANGUAGE

1. Contrastive analysis is underlain by the principle that language is ...........
   Answer: b. a set of habits
   Explanation: Contrastive analysis theory is based on the assumption that language acquisition is a process of habit formation. Learners transfer linguistic habits from their native language (L1) to the target language (L2). This idea suggests that errors in second language learning are often due to the transfer of L1 habits, especially if the languages share similarities or differences in structure. The focus is on identifying contrasts between L1 and L2 to predict potential areas of difficulty.
2. Where the new and the old languages use the same script, the teacher must be alert to possible ...........
   Answer: c. interference
   Explanation: Interference refers to the influence of a learner's native language (L1) on their second language (L2) production. Even when the new and old languages use the same script, learners might transfer habits or structures from their L1, causing errors in the L2. For example, Persian learners of English might use structures or vocabulary from Farsi when speaking or writing in English, leading to interference errors.
3. The learner's language which is neither similar to L1 nor to L2 is referred to as ...........
   Answer: d. interlanguage
   Explanation: Interlanguage refers to a transitional state between the native language (L1) and the target language (L2) that learners experience during second language acquisition. It is characterized by a mixture of elements from both languages and may include innovative or incorrect forms. Interlanguage is seen as a dynamic stage, with learners gradually approximating the target language.
4. Contrastive approach to teaching a second language is underlain by the following principle: ...........
   Answer: d. languages have their own systems
   Explanation: The contrastive approach assumes that each language has its own system of rules and structures, which might differ significantly from other languages. The theory suggests that by analyzing the differences and similarities between the native language (L1) and the target language (L2), teachers can predict and address possible areas of difficulty for learners.
5. Iranian learners of English may produce the following two deviant sentences: Mehdi went to the market for buying some food. Mehdi bought two sheeps. The production can be attributed ..........
   Answer: a. 1 to transfer and 2 to overgeneralization
   Explanation: In the first sentence, the error ("for buying some food") reflects a transfer from the native language (L1), where similar constructions may exist. In the second sentence, the error ("two sheeps") is a case of overgeneralization, where the learner incorrectly applies an L2 rule (plural formation) by adding an "s" to a non-count noun (sheep), even though "sheep" does not change in plural form in English.

6. Which field of study did the concept "transfer" come from?
   Answer: d. Psychology
   Explanation: The concept of transfer in second language acquisition originally comes from psychology, particularly in the study of cognitive processes. It refers to the influence of a learner's native language (L1) on the acquisition of a second language (L2). This influence can be positive (facilitating learning) or negative (leading to errors). The psychological basis of transfer theory involves the way learners transfer learned habits or cognitive structures from their first language to their second language.
7. The students' performances in the interlanguage period was considered to have ...........
   Answer: a. its own system
   Explanation: During the interlanguage period, learners' language is seen as having its own system, which is distinct from both the native language (L1) and the target language (L2). This system evolves as the learner progresses through stages of second language acquisition. Interlanguage is dynamic and flexible, with learners gradually approximating the target language while still retaining some elements of their native language.
8. How would you describe the aims and methods of contrastive analysis?
   Answer: b. Both the aims and the methods are linguistic
   Explanation: The aims and methods of contrastive analysis are primarily linguistic, as this approach focuses on comparing the structures of two languages (usually L1 and L2) to identify differences and similarities. The goal is to predict areas of difficulty for learners by highlighting contrasts between the languages, which can help in designing more effective teaching methods.
9. Your native language, Farsi, tends to influence your English learning. This phenomenon is called ...........
   Answer: b. interference
   Explanation: When a learner's native language (L1) affects their second language (L2) acquisition, it is referred to as interference. This can be positive interference (when similarities between languages help learning) or negative interference (when differences between languages cause errors). In this case, Farsi influencing English learning, such as through errors in grammar or vocabulary, is an example of negative interference.
10. Mistakes occur ...........
    Answer: c. in both native and second language
    Explanation: Mistakes can occur in both native and second languages. In the context of second language acquisition, learners make errors in L2 due to various factors such as overgeneralization, interference, or gaps in their knowledge of the language. Mistakes in the native language can also occur due to issues like language change or cognitive factors. However, errors in L2 are more often studied in the context of learning and interlanguage development.

11. Meaningful learning is, in fact, a kind of ..........: items are subsumed under high order categories for meaningful retention.
    Answer: b. generalization
    Explanation: Meaningful learning involves the process of generalization, where new information is organized and connected with existing knowledge. By categorizing items under higher-order concepts, learners can retain and recall them more easily, as this process helps build a more structured mental framework for the new information.
12. The native language of a second language learner is often ...........
    Answer: c. negatively transferred
    Explanation: In second language acquisition, the learner's native language (L1) can often negatively transfer to the second language (L2), leading to errors. For example, learners may carry over syntactic structures, pronunciation patterns, or vocabulary from L1 that do not align with the target language, causing mistakes.
13. When a wrong feature refuses to disappear from a learner's interlanguage, we say that feature has been ...........
    Answer: b. fossilized
    Explanation: Fossilization refers to the phenomenon where a learner's language development halts, and certain incorrect forms become fixed in their interlanguage. This typically happens when a learner's errors persist over time and are not corrected, preventing further progress toward native-like language proficiency.
14. Your native language, Farsi, tends to adversely influence your learning of English, This phenomenon is called ...........
    Answer: c. interference
    Explanation: When a learner's native language (L1) negatively affects their learning of a second language (L2), it is called interference. This can lead to errors in grammar, pronunciation, or word choice as the learner applies rules or structures from L1 that do not match those in L2.
15. In the Contrastive Analysis Hypothesis, ...........
    Answer: d. the difficulty hierarchy applies to both grammatical and phonological errors
    Explanation: The Contrastive Analysis Hypothesis (CAH) suggests that differences between the native language (L1) and the target language (L2) can predict areas of difficulty in second language learning. These difficulties are ranked in a hierarchy, with the most challenging errors being related to both grammar and phonology, depending on the linguistic differences between the languages.
16. In relation to its ability to predict students' problem areas a priori, Contrastive Analysis is deemed most successful in the domain of ...........
    Answer: b. pronunciation
    Explanation: Contrastive Analysis has been found to be most successful in predicting pronunciation difficulties, as phonetic and phonological systems tend to differ significantly between languages. The differences between the sounds, stress patterns, and intonation systems of the native and target languages can cause pronunciation errors.
17. For an English speaker, learning the word "ou" in Persian represents a difficulty level captured by the term ...........
    Answer: d. underdifferentiation
    Explanation: Underdifferentiation refers to when two distinct sounds in a second language are perceived by a learner as the same, due to the lack of an equivalent distinction in their native language. For an English speaker learning Persian, the "ou" sound may be difficult to differentiate because English lacks an equivalent, which makes it challenging for the learner to distinguish and produce correctly.
18. .......... is often cited as a factor leading to the insufficiency of error analysis.
    Answer: b. Avoidance
    Explanation: Avoidance occurs when learners consciously or unconsciously avoid using language structures that they find difficult or are unsure about. This can limit the effectiveness of error analysis because learners may not attempt to use complex structures, leading to a lack of errors that could provide insight into their language learning process.
19. The main feature of the term approximative system is ..........
    Answer: d. the structural intermediate status of the L2 learner's system
    Explanation: An approximative system refers to the learner's interlanguage, which is a structural intermediate state between the learner's native language (L1) and target language (L2). This system is dynamic and evolves as learners progress in acquiring the second language, reflecting a mix of both L1 and L2 elements.
20. The moderate version of the CAH underlines ...........
    Answer: b. the hierarchy of difficulty
    Explanation: The moderate version of the Contrastive Analysis Hypothesis (CAH) emphasizes a hierarchy of difficulty, where the extent of difficulty for learners is based on how different the L1 and L2 are. Languages that are more structurally similar tend to pose fewer challenges, while more divergent languages create more significant learning obstacles.
21. The technique referred to as contrastive analysis ...........
    Answer: c. is a branch of comparative typological linguistics
    Explanation: Contrastive Analysis is a technique that is rooted in comparative typological linguistics, which involves comparing the structures of two languages to identify potential sources of difficulty for learners. It focuses on comparing L1 and L2 to predict errors based on linguistic differences.
22. In contrast to the strong version of the CA, the moderate version ..........
    Answer: a. limits interference to similar patterns
    Explanation: The moderate version of the Contrastive Analysis focuses on identifying similar patterns between the native language and the target language to predict areas of interference. Unlike the strong version, which assumes that all errors stem from L1-L2 differences, the moderate version recognizes that interference is more likely when the languages share similar structures.
23. Items most probably become fossilized when learners ..........
    Answer: a. focus on form rather than meaning
    Explanation: Fossilization is more likely to occur when learners focus too much on form (e.g., grammatical accuracy) at the expense of meaning. When learners repeatedly encounter errors without correction, these errors become ingrained in their language use, making it difficult for them to progress to more native-like language proficiency.
24. A learner's incorrect use of the previously learned pattern ..........
    Answer: c. is typical of the emergent stage of interlanguage
    Explanation: Incorrect use of previously learned patterns is common in the emergent stage of interlanguage, where learners experiment with the target language but still rely on rules or structures from their native language or earlier stages of learning. These errors reflect the transition between L1 and L2 as learners move toward fluency.