Real and pseudo-divergent learning structures: On some "pitfalls" in French and Italian business language for German learners  

Oleh:

Fischer, Fiorenza ; Lavric, Eva

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: IRAL: International Review of Applied Linguistics in Language Teaching vol. 41 no. 1 (2003), page 55-85.
Fulltext: 41_01_Fischer_Lavric.pdf (220.56KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/IRA/41 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This article analyses two types of pitfalls inforeign language learning: (i) The well-known "divergent learning structures", which are lexemes and structures providing a more finely grained semantic organization in the foreign language than in the mother tongue; and (ii) a new category, namely "pseudo-divergent structures", which comprises cases where the two languages make exactly the same distinction, but where learners are unable to perceive this parallel, overgeneralizing one of the two terms. These two types of difficulties are illustrated by means of examples from business language teaching, namely from French and Italian courses for German learners. From a cognitive point of view, the divergent learning structures confirm the danger of negative interferences from the mother tongue, but the pseudo-divergent ones show that positive transfers are not always as easy as they are supposed to be. Therefore, an explicitly contrastive, awareness-raising methodology is advocated.

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