Markedness and the Contrastive Analysis Hypothesis  

Oleh:

Eckman, Fred R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 27 no. 2 (Dec. 1977), page 315-330.
Fulltext: 27_02_Eckman.pdf (849.37KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/27 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The purpose of this paper is to propose that the Contrastive Analysis Hypothesis (CAH) should be revised to incorporate a notion of degree of difficulty. This notion corresponds to typo- logical markedness which can be determined independently of any particular language and independently of the facts concerning second language acquisition. Moreover, it is argued that if typo- logical markedness is incorporated into the CAH, it is possible to predict not only the areas of difficulty for a second language learner, but also the relative degree of difficulty. Finally, it is argued that given certain assumptions about language and human learning, typological markedness is a natural and highly plausible notion of difficulty

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