Investigating L1 transfer is one of the basic principles of foreign
language teaching. What else can German speaking pupils make of all
the English grammar rules and vocabulary if they do not compare it
with their mother tongue in order to understand the foreign
language better? How can teachers understand their pupils' language
errors? Where do the errors come from? Can we track them? What
influence do errors and English-German contrastive analyses have on
acquiring a second language and the method of teaching? Errors are
systematically made by learners most of the time. Teachers can
improve their pupils' weaknesses if they understand the processes
that lie behind the errors. My line of arguments in the field of
second/foreign language learning will show those processes.
Furthermore, this book also focuses on the great number of
influences every pupil has to deal with and emphasise the necessity
of understanding errors, especially on the basis of English-German
contrastive analyses as a language teacher.
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