Contrastive Analysis between English and Shona and Its Implications: the Teaching of English as a Second Language in Zimbabwe

Abstract

This research interrogates the relevance of Contrastive Analysis (CA) in
predicting errors in L2 learning as a way of improving second language instruction.
The paper compares Zimbabwean L2 learners whose L1 is Shona (an indigenous
language spoken by the majority of Zimbabweans). It comes out that CA is mainly
useful in predicting learning difficulties occurring at phonological level, meaning that
pronunciation difficulties can be predicted and ameliorated. Furthermore, it has also
emerged that the theory could be useful when teaching discourse, given the
communicative approach to language teaching currently recommended. Ipso facto,
due to cultural differences, the second language teacher can readily predict likely
errors thereby getting ready to remedy them. Overall, the research has shown the
limited relevance of CA in second language teaching since most errors made by many
second language learners are developmental.