A Otimização de Estratégias Didáticas através da Análise Contrastiva

Abstract

When using a foreign language, a speaker unconsciously applies the mental associations valid in the native language. Transfer of previous knowledge is unavoidable because it is part of our cognitive conditioning. Consequently, some difficulties vary according to the learner’s native language. When planning language teaching, focus on one or other point will therefore depend on students’ L1. In this article some linguistic problems that face Brazilians learning Italian, observed in a real corpus, are presented; some problems typical of learners from other linguistic origins are also considered. The aim is to stress that difficulties vary according to the learner’s native language, and to insist on the importance of the contrastive approach. This didactic proposal entails that: (1) it is necessary to compare the structure of the foreign language and L1 in order to reveal transfer points and focus specific learning problems of students that have a particular native language; (2) the topics to be preferentially studied must be selected; (3) in handbooks, we should add explanations about the specific problems encountered by speakers of a particular L1. Contrastive analysis allows a better understanding of the reasons for a great number of errors, thus leading to the optimization of explanations and exercises