ERIC Number: ED179079
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Contribution a l'etude du probleme de la difficulte en langue etrangere (A Contribution to the Study of the Problem of the Difficulty in Learning a Foreign Language).
A knowledge of areas of difficulty as well as their underlying causes is necessary before instructional materials, teaching techniques, and evaluation methods in foreign language instruction can be organized. This research describes three methods of analyzing the problems in foreign language learning and suggests their complementary role in predicting and explaining difficulties. It is limited to phonetic problems in French encountered by English-speaking students. Specifically, the following topics are treated: (1) the respective roles of contrastive analysis and error analysis; (2) a study of the contribution of the method of Students' Perception of Difficulty (SPD); and (3) exploration of the possibility of complementary use of the three methods for predictive and diagnostic purposes. An introductory chapter describes the state of the question regarding the three approaches. The contrastive analysis method of Lampach and Martinet is translated and adapted in the second chapter. Following this, an experiment in error analysis and the SPD approach is described and the results presented. It is concluded that not one of the methods is adequate by itself, but that a combination of the three approaches could predict learning difficulties and the data of the contrastive analysis could explain them. Further, the results of error analysis could validate the predictions of a contrastive analysis approach. (AMH)
Descriptors: Contrastive Linguistics, English, Error Analysis (Language), French, Interference (Language), Language Instruction, Language Processing, Language Research, Language Skills, Learning Problems, Learning Processes, Learning Theories, Phonetic Analysis, Phonology, Psycholinguistics, Second Language Learning, Student Attitudes
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism.