INTRODUCTION As is generally kno\vn, CA can either be theoretical with the goal of analysing two language Systems on either language level, or it caji be applied when it is of pedagogical relevance in foreign language teaching. EA is a component of CA in the sense that EA uses CA for describing and explaining the manifestation of and reasons for errors in the language performance of learners of a foreign language. Theoretical and applied CA and EA are closely interwoven, since the results of evaluation of empirical data collected through EA are the ultimate touchstone of any contrastive theory. This does not imply, however, that all errors are kontrastive. ' Literature on CA and EA has grown immensely and it is beyond the scope of this study to give a füll account of it. A comprehensive bibliography can be found at the end of J. Fisiak's article "Present trends in contrastive linguistics" (1983: 28-38). There are also many articles on the subject in AILA Proceedings and two of the latest anthologies in the field of CA, EA, and IL studies have been edited by D. Nehls (1988 and 1991). The term IL is widely used by applied CA
IRAL - International Review of Applied Linguistics in Language Teaching – de Gruyter
Published: Jan 1, 1993
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