THE APPLICATION OF CONTRASTIVE ANALYSIS THE CASE OF LEARNING LATIN LANGUAGE

Authors

  • Viator Lumban Raja FKIP, Universitas Katolik Santo Thomas Medan
  • Jontra Jusat Pangaribuan FKIP, Universitas Katolik Santo Thomas Medan

DOI:

https://doi.org/10.54367/kairos.v5i2.1449

Abstract

This paper tries to answer the question whether or not the Contrastive Analysis Theory can be applied in the methodology of teaching all languages universally. Some linguists and methodologists of teaching such as Lado, Fries, Lee, Corder, Stockwell and Martin, claimed that this theory is applicable in teaching second or foreign language. This paper will argue that it is not, and it will be supported with an example of the case I learning Latin language.

References

Brown, H.Douglas.1987. Principles of Language Learning and Teaching. New

Jersey: Prentice-Hall

Corder, S.Pt.1967. The Significance of Learner’s Errors, in International Review of

Applied Linguistics, 5: 161-170

Fries, Charles C.1945.Teaching and Learning English as a Foreign Language.

Ann Arbor: University Michigan Press

Dulay, Heidi, et.al 1982. Language Two. New York: Oxford University Press.

Ellis, Rod.1986. Understanding Second Language Acquisition. London: Oxford

University Press.

Lado, Rober.1957. Linguistics Across Culture. New York: The University Press.

Selinker,Larry.1972. Interlanguage, in Brown.

Sridar, S.N.1980. Contrastive Analysis, Error Analysis and Interlanguage : Three

Phases of One Goal, in Kenneth Croft (ed) Readings on English as a Second

Language. Massachusetts: Winthrop Publishers, Inc.

Winamaja, S.J.1964. Elementa Linguae Latinae. Surabaya: PN.Karya Tjotas.

Downloads

Published

2021-09-29

How to Cite

Lumban Raja, V., & Pangaribuan, J. J. (2021). THE APPLICATION OF CONTRASTIVE ANALYSIS THE CASE OF LEARNING LATIN LANGUAGE. Kairos English Language Teaching Journal, 5(2), 99–109. https://doi.org/10.54367/kairos.v5i2.1449

Issue

Section

Artikel