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Comparative Analysis On L1 and L2

The document discusses the linguistic history and origins of the English language, tracing it back to three Germanic tribes - the Angles, Saxons, and Jutes - who invaded Britain in the 5th century AD. It then provides comparisons between key grammatical aspects of English and Tagalog/Filipino such as alphabet, pronunciation, pluralization, verb tenses, and sentence structure. The purpose is to analyze similarities and differences between the first language (L1) and second language (L2).

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Sir Pogi
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253 views

Comparative Analysis On L1 and L2

The document discusses the linguistic history and origins of the English language, tracing it back to three Germanic tribes - the Angles, Saxons, and Jutes - who invaded Britain in the 5th century AD. It then provides comparisons between key grammatical aspects of English and Tagalog/Filipino such as alphabet, pronunciation, pluralization, verb tenses, and sentence structure. The purpose is to analyze similarities and differences between the first language (L1) and second language (L2).

Uploaded by

Sir Pogi
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Comparative Analysis

on L1 and L2 DEREQUITO, C.M.

Bachelor in Secondary Education


Major in English
Language Comparison:
Linguistic History 21

The Philippines is an archipelago


in South-East Asia. The nation
consists of 7,107 islands located
beteen in the east of the West
Philippine Sea, and west of the
Pacific Ocean, on the eastern edge
of Asia. Tagalog is an Austronesian
language with about 57 million
speakers in the Philippines,
particularly in Manila, central and
southern parts of Luzon.
Language Comparison:
Linguistic History 22

How did the


English Language
start?
Language Comparison: Linguistic History 23

Three Germanic
Tribes:
•Angles
•Saxons
•Jutes
Language Comparison: Linguistic History 24

Three Germanic
Tribes:
•Angles
Language Comparison: Linguistic History 25

Three Germanic
Tribes:

•Saxons
Language Comparison: Linguistic History 26

Three Germanic
Tribes:

•Jutes
Background: Of Filipino? Of English? 27

Is there a basis of the


Filipino language of the
Philippines.
Aspects of Language 28

• Language is systematic
• Language is arbitrary
• Language is dual-perspectives
• Language is generative
• Language is socially learned behavior
• Language is an interactive tool
Major Subfields of Linguistics 29

• Explicit and formal accounts of the system


• Symbolic nature of language
• Phonetics | Phonology | Writing Systems | Kinesics | Proxemics | Artefactuals
• Semantics | language and cognition | Psycholinguistics
• Communication systems | Speaker-hearer interactions | Sentence processing
• Dialectology | sociolinguistics | language and culture | bilingualism | L2 learning
• Language universals | L1 acquisition
General Comparison:
Alphabetical Representation 30

ENGLISH FILIPINO
Five Vowel Sounds: Five Vowel Sounds:

a, e, i, o, u a, e, i, o, u
General Comparison:
Alphabetical Representation 31

ENGLISH FILIPINO
? consonant sounds,
? English consonants
? consonant sounds
do not occur in
Tagalog
General Comparison: Writing Orientation 32

ENGLISH FILIPINO

Language is written Language is written


from left to write from left to write
General Comparison: Verb Tenses 33

ENGLISH FILIPINO

Different forms of Almost all verbs seem


tenses of verbs to be in regular tense
General Comparison: Copula 34

ENGLISH FILIPINO
Has linking verbs:
No auxiliary verbs
am, is, are, was,
were
General Comparison: Pronunciation 35

ENGLISH FILIPINO
Not always
Highly phonetic
pronounced the same
language
way it is spelled
General Comparison: Pronouns 36

ENGLISH FILIPINO

Pronouns indicate Pronouns do not


gender indicate gender
General Comparison: Article Requirement 37

ENGLISH FILIPINO

Pronouns indicate Pronouns do not


gender indicate gender
General Comparison: Pluralization 38

ENGLISH FILIPINO

Plurals are made by Plural word is


adding –s or -es preceded by “mga”
General Comparison: Sentence Patterns 39

ENGLISH FILIPINO

Sentence structure is Sentence structure is


usually SVO usually VSO
General Comparison: Degrees of Adjectives 40

ENGLISH FILIPINO

Three degrees of Three degrees of


adjectives adjectives
Comparative Analysis in Translation 41

• Translation consists in producing in the receptor


language the closest, natural equivalent of the message
of the source language, first in meaning and secondly in
style (Nida, 1964)
• Translation is made possible by an equivalence of
thought that lies behind its verbal expressions. (Savory,
1968)
• Translation is an exercise which consists in the attempt
to replace a written message in one language by the
same message in another language. (Newmark, 1988)
Comparative Analysis in Translation 42

• Translation is reproducing in the receptor


language a text which communicates the same
message as the source language but using the
natural grammatical and lexical choices of the
receptor language. (Larson, 1984)
• Translation is a communicative process which
takes place within a social context. (Hatim and
Mason, 1990)
Comparative Analysis in Translation 43

Source Language (SL) Target Language (TL)

In terms of translation, what is/are


being translated from L1 to L2?
Comparative Analysis in Translation 44

Clock &
Watch
Orasan

German = die Uhr


Reading Assignments 46

• Schools of Thought
• Structuralism/Behaviorism
• Rationalism and Cognitive Psychology
• Constructivism
• Language Teaching Methodology
• In Classroom: Grammar Translation Method
Suggested Readings 47
Mitchell, Rosamond and Myles, Florence. 1998. Second Language Learning Theories. New York: Oxford
University Press.

Skehan, Peter.. 1998. A Cognitive Approach to Language Learning. New York: Oxford University Press.

Williams, Marion and Burden, Robert L. 1997. Psychology for Language Teachers: A Social
Constructivist Approach. Cambridge: Cambridge University Press.

Annual Review of Applied Linguistics, published by Cambridge University

Thomas, Kuhn. 1970. The Structure of Scientific Revolutions. Chicago: University of Chicago Press.

Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy.


Second Language Classroom, From Theory to Practice. White Plains, NY: Pearson Education
48
Reading Assignment 49

• Prescriptive and Descriptive Grammar


• Krashen’s Five Hypotheses of
Language Acquisition and Learning
• Cummin’s BICS and CALP
• Cummin’s Quadrant Task
• Cummin’s CUP and SUP
Presenter 1 50

Which of the following are prescriptive statements, and which are


descriptive:
a. It’s me is ungrammatical; It’s I is the correct way to say this.
b. Between you and me is correct; between you and I is ungrammatical
c. People who say ain’t may suffer some negative social consequences
because many speakers of English associate ain’t with the dialects
of the working classes.
d. In casual styles of speaking, English speakers frequently end
sentences with prepositions; ending sentences with prepositions is
avoided in formal styles.
Presenter 2 51

State how Krashen’s Monitor, Input, and


Affective-Filter Hypotheses relate to
each other. Present a Venn Diagram in
comparing English and Filipino Languages
as they take part into these principles in
classroom teaching and learning.
Presenter 3 52

Present Krashen’s Natural Order and


Acquisition-Learning Hypotheses as a
learner’s theoretical foundations. How
one can benefit from these theories in
acquiring/learning the first and second
language?
Presenter 4 53

Present the differences between BICS


and CALP. How did Jim Cummins present
these using iceberg? What
representations did he come up with?
Presenter 5 54

What are the components of Cummins’


Quadrant Tasks? Provide sample activities on
each quadrant, and share to the class what
were the results as the students participated
in the activity from one quadrant to another.
Presenter 6 55

How did Common Underlying Proficiency


(CUP) serve as an antithesis to Separated
Underlying Proficiency (SUP) and vice
versa? How does your Philippine Language
affect your English Language In terms of
CUP and/or SUP? What conclusion(s) can
you make between these two notions?
Presenter 7 56

Considering the productive relationship between theory


and practice, think of some examples (from any field of
study) that show that theory and practice are interactive.
Next, think of some specific types of activities typical of a
foreign language class you have been in (choral drills,
translation, reading aloud, using a vocabulary word in a
sentence, etc.) What kind of theoretical assumptions
underlie these activities? How might the success of the
activity possibly alter the theory behind it?
Presenter 8 57

Richards and Rodger (1986:5) said the


Grammar Translation Method (GTM) “is a
method for which there is no theory.” Why
did they make that statement? Do you agree
with them? Share in class any experiences
you have had with GTM in your English class.

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