9f83f8b1d3 Submitted by Imane Begag, Algeria. Check that the web page address is correct or try a new search from the Trove homepage. When teachers begin to notice common features of learner language and features that appear to be fossilized. An attempt to predict the linguistic difficulties of English by comparing the grammar of English with the grammar of other languages resulted in an activity known as contrastive analysis in the 1970s. The following processes are often referred to, although it is not always possible to assign a feature of learner English unambiguously to a specific cause. For example the learner may avoid using some constructions with if- (If I had known I would have told her about it) and use instead I didnt know so I didnt tell her, because it appears to them as more direct and easy to understand.
For example instead of making the distinction between he and she the learner may use the masculine pronoun, or instead of distinguishing between first and third person in verbs (I like, She likes) the learner may use the first person rule for all persons (I like, He/ She like). My Account. Simplification. Languages may share aspects of grammar such as some patterns of word order and the use of adverbs and these may allow for positive transfer. Ortega notes that it is common in the early stages of language learning and particularly in naturalistic learning situations. The language learners produce when they are learning English reflects many different factors, such as their stage of grammatical development, the kind of communication they are engaged in, and the learners first language as well as the strategies the learner is making use of in communication. they need to decide, whether to address them or whether to accept them as evidence of learning. 403 Forbidden..
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