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CTL821S - CONTRASTIVE LINGUISTICS - 2ND OPP - JAN 2020 |
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NAMIBIA UNIVERSITY
OF SCIENCE AND TECHNOLOGY
FACULTY OF HUMAN SCIENCES
DEPARTMENT OF COMMUNICATION
QUALIFICATION: BACHELOR OF ENGLISH (HONORS)
QUALIFICATION CODE: 8BHEN
LEVEL: 8
COURSE CODE: CTL821S
COURSE NAME: CONTRASTIVE LINGUISTICS
SESSION: JANUARY 2020
PAPER:
Theory
DURATION:
3 HOURS
MARKS: 100 %
SECOND OPPORTUNITY/SUPPLEMENTARY EXAMINATION QUESTION PAPER
EXAMINER(S) | Prof Haileleul Zeleke Woldemariam and Ms Frieda N Mukufa
MODERATOR: | Dr Collen Sabao
INSTRUCTIONS
1. Write clearly and neatly.
2. Number the answers clearly.
THIS QUESTION PAPER CONSISTS OF 3 PAGES (Including this front page)
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GENERAL INSTRUCTION: This examination paper has three sections. Read the instructions in
each section carefully before answering the questions.
SECTION ONE: PROVIDE ONLY SHORT ANSWERS. ANSWER ALL QUESTIONS.
1. The difficulties encountered by second language learners are apparent in their
performance and manifested in terms of interference features, errors and
inappropriateness. As a means of solving these problems, applied linguistics and
pedagogical theories have come up with different types of approaches to second
language learners’ performance. List a minimum of four approaches to the study of
second language learners’ performance.
[10 Marks]
In contrastive analysis (CA) to compare and contrast two languages, five different steps
have been mentioned in the literature. What are these procedures? Provide a brief
explanation of each procedure.
[10 Marks]
With respect to the sources of errors following Corder’ classification (1967), Richards
(1971a) distinguishes three types of errors. List these types of errors. Provide a brief
explanation of each type and give appropriate examples.
[10 Marks]
Gass and Selinker (2008, p. 103) suggest that many of the researchers who carried out
error analyses in the 1970s continued to be concerned with language teaching. Indeed,
many of those who attempted to discover more about L2 acquisition thought the study of
errors was itself motivated by a desire to improve pedagogy. That is why the two
researchers proposed six steps in error analysis research in order to reach that objective.
Provide a brief explanation of each step and give appropriate examples. [10 Marks]
Sercombe (2000) explains that Error Analysis (EA) serves three purposes. What are the
main purposes of Error Analysis?
[10 Marks]
Subtotal [50 Marks]
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6. SECTION TWO: In spite of the benefits of Error Analysis (EA), EA analysts have been
criticized. Write a paragraph explaining the limitations of EA. Whenever applicable,
provide practical examples from the Namibian context.
[20 Marks]
7. SECTION THREE: Write a comparative essay comparing and contrasting interlanguage (IL),
contrastive analysis (CA) and error analysis EA) and provide practical examples from the
Namibian context.
[30 Marks]
The END