Investigates the type of errors that can be shown to result from native language interference, specifically the production and perception of word juncture of American English speakers studying the Egyptian dialect of Arabic. Argues that word juncture phenomena are a function of syllable structure and presents other cases illustrating this. (SED)

Both Italian and English have four degrees of stress: emphatic, main, secondary and weak. This paper outlines some similarities, then reviews differences between the languages that can cause difficulties in learning the second language. (CHK)

This article considers two specific problems which arise when seeking equivalent sentences in French and in English, that of the articles and of the forms of the verbs. Without determining the internal asymmetry of the two languages, the language learner will have a highly inaccurate picture of so-called equivalents. (CFM)

Demonstrates how Sector Analysis theory can serve as a model for the contrastive analysis of the grammars of any two languages. Examples are provided for English and Hausa. (AM)

The position here is that error analysis is inadequate, particularly from the language-teaching point of view. Non-errors must be considered in specifying the learner's current command of the language, its limits, and his learning tasks. A cyclic procedure of elicitation and analysis, to secure evidence of errors and non-errors, is outlined.…

This article concentrates on problems faced by Italians when learning the stress of English single, cognate, and compound words. (CHK)

A contrastive analysis should describe the different processes of conceptualization in the languages under consideration. Furthermore, a detailed semantic analysis of linguistic items should be undertaken to discover perceptual strategies which force the speaker to use these items. Research in psycholinguistics is valuable in these tasks. (DB)

An examination of the effectiveness of EA, CA, and students' perception of difficulty in predicting and explaining language learning difficulties. (RM)

The interlanguage hypothesis, as it accounts for some of the problems and complexities inherent in second language learning, is described. This approach is compared with the strong version of the contrastive analysis hypothesis. Strengths and weaknesses of the interlanguage hypothesis are examined. (Author/RM)

A description of an analysis of 10,000 errors made by Finns and Swedes who were learning Finnish or Swedish as a foreign language. A new classification of errors is established and a precise definition of language mixing is given. Five types of errors are described. (AMH)

In combatting phonological interference in second language learning, attention should be paid to interference-producing aspects of the actual dialect that is the student's native language, rather than to the "standard" form of the language. (JB)

A brief discussion of the role of contrastive linguistics and transformational generative grammar in studying transfer and interference in language learning. The base language is not necessarily the mother tongue. It is the language known by the learner which most closely resembles the new language being learned. (AMH)

Paper read at the Pacific Conference on Contrastive Linguistics and Language Universals, Honolulu, Hawaii, January 11-16, 1971. (VM)

The syntactic distribution and behavior of five English and Persian "measure" nouns and their adjectives are compared. From this, errors attributable to transference and those due to inconsistencies in English are enumerated. A unified analytic model of Persian errors in learning English suggests useful teaching strategies. (PMJ)

Describes a study that tests whether the sociolinguistic differences observed in essays in German are a carry-over from the native Scottish English. A previous study is described which tested the hypothesis that social class influences linguistic behavior and could be a cause for errors in a foreign language. (AMH)