Second Language Acquisition: Contrastive Analysis

Contrastive analysis was widely embraced during the 1960s.

The Center for Applied Linguistics sponsored contrastive descriptions of Asian languages.

Contrastive analysis aimed to make language course design less efficient.

The contrastive analysis hypothesis claimed that all errors in learning a new language were due to interference by the learner's first language.

Empirical evidence in the mid-and late 1970s supported all the predictions made by Contrastive Analysis.

Contrastive analysis was extensively used in the field of second language acquisition in the 1980s.

According to behaviourist theories, language learning was primarily about habit formation.

Robert Lado's book 'Linguistics Across Cultures' provided the theoretical foundations for the contrastive analysis hypothesis.

According to Lado, elements similar to the learner's native language were difficult to learn.

Contrastive analysis involved comparing languages and predicting learning difficulties.

Contrastive analysis was a widely embraced technique during the 1960s.

The contrastive analysis hypothesis claimed that all errors made in learning a new language could be attributed to interference by the learner's first language.

Empirical evidence accumulated in the mid-and late 1970s supported all the predictions made by Contrastive Analysis.

The Center for Applied Linguistics sponsored contrastive descriptions of several European languages during the 1960s.

Contrastive analysis, behaviorism, and structuralism had a profound effect on SLA curriculum design and language teacher education.