Keywords
Abstract
This analysis explores how contrastive linguistics (CL) contributes to the effective acquisition of the English language by students, particularly those whose native languages are typologically unrelated. Drawing on theoretical frameworks, corpus-based data, classroom-based studies, and statistical findings, the article examines common student errors in grammar, phonetics, vocabulary, and discourse. The results highlight the high effectiveness of CL in error prediction, the development of learning strategies, and the design of teaching materials, while also pointing out its limitations and the need for integration with communicative teaching methods.
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