ACQUISITION OF ENGLISH AND ODIA ADVERBIAL CLAUSES THROUGH CONTRASTIVE ANALYSIS WITH EASE AND COMFORT
Dr. Bharat Chandra Samal
Asst. Professor of English, BJB College
This study is an attempt at making an analysis of major Adverbial Clauses in English and Odia for their easy acquisition through Contrastive Analysis (CA). In this paper, CA has been used as a linguistic tool to explore the similarities and differences between these languages by way of description, juxtaposition, comparison and contrast. It has been assumed that Odia can be treated as an ally in the process of English as Second Language (ESL) teaching since it has been supported by research that students do not construct rules in a vacuum; rather they work with the first language information at their disposal to understand, learn and use the Second Language (SL) rules. The L1 (Mother tongue) thus, is viewed as a kind of â€˜input from insideâ€™ (Ellis, 2003). The L1 serves as an inbuilt mechanism to promote the process of transfer while learning English. The similarities between the two languages quickly facilitate the learning process while those which are different are thought to cause difficulty in SL learning. But a slight carefulness in understanding their differences can help in the transfer of data to the learning of the L2. Many researchers, e.g. Dulay, Burt and Krashen (1982) have proposed that, when students use first language structures in second language performance, they, in effect, plug lexical items of the first language into the surface structure of the second language. In other words, they think in the first language and use words from the second language, as much as one would handle word-for-word translation. In recent years, most SL learning research endorses the use of the first language as it facilitates the learning process of the second language (Cummins 2007, GarcÃa 2008 and Kang 2012). The use of L1 often makes the students free from psychological inhibitions like embarrassment or nervousness that accrues out of a forced use of only SL structures. In this regard, the first language support offers them a level of comfort, and creates a better rapport between the teacher and the students. The students feel motivated to interact with the teacher when they are allowed to use the first language structures. One of the main assumptions of my research is that the first language of the student is an important factor in the second language acquisition, which cannot be eliminated from the process of learning an SL. The first language of the students used to be considered a hindrance in SL learning, and as a source of errors in SL production. This view is now being criticized because ESL teachers have become aware of the significance of L1. Vivian Cook (2001) writes about the first language in ESL classes as â€œa door that has been firmly shut in language teaching for over a hundred yearsâ€. When students come to the classroom they donâ€™t come carrying a blank slate in their heads; they come loaded with their native language and its structure that is a shared commodity in the Universal Grammar. The utility of this knowledge for SL learning can neither be denied nor underestimated. So, instead of looking at the studentsâ€™ native language and as a source of errors, they must be used as a tool to maximize second language teaching (Cook, 2001) The present study is an attempt at making a contrastive analysis of major adverbial clauses which are essential to the formation of complex sentences; fundamental to the expository, scientific and analytical texts of English and Odia. This study has been planned to make a contrastive analysis of the Adverbial clauses of English and Odia by exploring the similarities and differences in their structural patterns with the help of CA.
Keywords: Contrastive Analysis (CA); Nominal Clause (NC)
Journal Name :
EPRA International Journal of Multidisciplinary Research (IJMR)
Published on : 2021-08-20