Language Acquisition Hypothesis: Strong Version

The Strong Version of Contrastive Analysis suggests that differences between the first language and the second language are not a significant factor in language learning difficulties.

According to Lee (1968), the greater the differences between two languages, the less acute the learning difficulties will be.

The Weak Version of Contrastive Analysis primarily uses linguistic interference evidence to explain similarities and differences between languages.

According to Wardhaugh, Contrastive Analysis is based on the assumption that languages cannot be compared and contrasted.

In Contrastive Analysis, what a student needs to learn is equal to the sum of the commonalities between two languages.

There are 6 categories in Stockwell and his associates' hierarchy of difficulty for phonological systems.

In the hierarchy of difficulty proposed by Stockwell, Bowen, & Martin, Level 2 is described as 'Underdifferentiation'.

Brown (2000) presented 12 levels of difficulty in the grammatical hierarchy for the two languages in contrast.

In the process of comparing and contrasting two languages, Description comes after Comparison according to the text.

The analyst should use different models for describing L1 and L2 according to Generative-Transformational Grammar.