Tóth József (szerk.): Nyelv, kultúra, megértés: új kutatási módszerek a humán tudományok területén
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1. Nyelvi rendszerek és jelentésleírás
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A contrastive analysis of British English RP and Arabic MSA sound systems • Hala Saed
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2. Theoretical background
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2.1. Contrastive analysis
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2.1.1. What is contrastive analysis hypothesis (CAH)?

2.1.1. What is contrastive analysis hypothesis (CAH)?

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In Linguistics across cultures in 1957, Lado began drawing the attention of linguists to the contrastive analysis. However, it was not until the 1960s and 1970s that significant attempts were implemented to explore the difficulties caused by differences in the native language and the target language, Lado, defines CAH as a systematic comparison between L1 system and culture and L2 system and culture. And according to Fisiak, Lipinska, and Zabrocki (1978) contrastive analysis (CA) is described as a linguistic subfield that focuses on analyzing two or more languages or subsystems of languages to identify both the differences and similarities. On the other hand, Gass and Selinker (2008, 96) define contrastive analysis as “a way of comparing languages in order to determine potential errors for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in a second-language-learning situation.”

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The abovementioned definitions could imply that linguists who believed in them assumed the areas of similarities would be beneficial and enable the learner to more easily acquire or learn the target language. On the other hand, the areas of differences are believed to be the difficult and challenging ones. CA’s primary concern, consequently, is to predict areas of difficulty to guide second language learners to avoid errors. Zimmermann’s (2004) conducted minimal pair lists using /b/ and /p/, which provides a good example of this.

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Furthermore, Crystal (1997: 90) defined contrastive analysis as follows:
 

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“The phrase contrastive analysis (CA) identifies a general approach to the investigation of language, particularly as carried out in certain areas of applied linguistics, such as foreign-language teaching and translation. In a contrastive analysis of two languages, the points of structural difference are identified, and these are then studied as areas of potential difficulty (interference or ‘negative transfer’) in foreign-language learning.”
 

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Most findings in SLA confirm that contrastive analysis is indeed a fundamental tool in transfer findings, especially when augmented by comparisons of participants from different linguistic backgrounds (Ellis, 1994). The present contrastive analysis between British English (RP) and Modern Standard Arabic (MSA) sound systems discusses the differences and similarities between the mentioned languages in order to locate the positive and negative transfer to be able to predict the pronunciation difficulties for Arab learners of English.
 
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