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Contrastive analysis in language teaching, time to come in from the cold. (Language Teaching & Learning).
Abstract
The purpose of this short paper is to first argue that the rejection of the value of contrastive analysis (CA) input in foreign and second language teaching (FSLT) in the 70% and beyond was unjustified on both theoretical and empirical grounds and then, based on classroom-based research, demonstrate the value for teachers of using CA in their teaching.
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Very few teachers in FSLT of any experience would deny the value of some degree of explicit understanding of the grammar of the language they are learning. Though that understanding in some simple cases may be derived from exposure to comprehensible input, there is ample ...
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