ERIC Number: ED034967
Record Type: RIE
Publication Date: 1968
Reference Count: N/A
Contrastive Analysis and the Notions of Deep and Surface Grammar.
Di Pietro, Robert J.
Seeking out inter-language differences in the execution of a contrastive analysis is given priority over looking for manifestations of language universals. But unless a contrastive study is based upon an understanding of language universals and contains a set of instructions for how each language realizes them, the common ground for contrast can only be arbitrarily decided for each set of languages, and the contrasts themselves remain largely on the surface. In evaluating observed transfer and interference in language learning, the final step of error prediction is possible only with a general linguistic model that operates within the framework of deep and surface grammar. Taxonomic studies, ignoring the theoretical problem of determining interlinguistic correspondences, established phoneme classes, morphemes and grammatical categories separately for each language; no justification other than the anticipation of probable learning errors was required for contrasting the specific units and arrangements of one language with those of another. The present paper discusses the theoretical orientation of current contrastive studies and proposes to incorporate the notions of deep and surface grammar in contrastive analysis. Illustrations of the operations of deep categories, surface realization rules and contrastive statements are given. (Author/FWB)
Descriptors: Contrastive Linguistics, Deep Structure, Language Universals, Linguistic Theory, Phonology, Second Language Learning, Semantics, Structural Linguistics, Surface Structure, Syntax, Transformational Generative Grammar
Publications Department, School of Languages and Linguistics, Georgetown University, Washington, D.C. 20007 (Monograph Series No. 21, $2.95)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Georgetown Univ., Washington, DC. School of Languages and Linguistics.
Note: Article in Report of the 19th Annual Round Table Meeting on Linguistics and Language Studies, Contrastive Analysis and Its Pedagogical Implications