Contrastive Analysis

Mazandaran Science and Research Campus










In the Name of the Almighty God

Islamic Azad University

Mazandaran Science and Research Branch


Syllabus for Contrastive Analysis


Course Details:

Course: Contrastive Analysis, MA (TEFL)       Term: Spring 1391         Instructor: Dr. S. A. Kasaian

Class Day: Thursday                                        Class Time: 8:00-10:00     Classroom Number: 1002   

Course Objectives:

The purpose of this course is to initiate MA students into the theoretical frameworks and current issues in

Contrastive Analysis as it relates to the field of Language Pedagogy.


Active Class Participation  and Presentation 20%       Midterm examination 20%       Final examination 50%   Term Project 10% (The deadline for submitting the term projects is session 12. No deferment is accepted.)



1. Punctual and regular attendance as well as informed active participation is expected of all the students. The students are also expected to enhance their understanding of the issues discussed in the course by going beyond the limits of required textbooks introduced in this syllabus and consult other relevant books and papers.

2. Each candidate is required to

·   have a 20 minute well-planned and scholarly oral presentation on the topics specified in the syllabus.

·   hand in a scholarly term paper on a contrastive -analysis-related topic which has been  approved by the instructor.

·   review a published paper on Discourse Analysis and report the result of the review to the class.

3. The students are expected to observe the highest level of academic honesty.


Required Sources:

Corder, S. P. (1986) Error Analysis and Interlanguage . Oxford University Press.

Fisiak, J. (1981) Contrastive Linguistics And the Language Teacher. Pergamon Institute of English.

James, C. (1980) Contrastive Analisis. Longman.

Keshavarz, M.H. (2012) Contrastive Analysis and Error Analysis (New Edition). Rahnama Press.



Topics of Discussion



Introduction to the course

Some introductory notes concerning contrastive analysis

Instructor’s lecture

Jacek Fisiak, chapter 1


Fundamental issues in contrastive analysis

The psychological Basis of Contrastive Analysis


Keshavarz, chapters 1

Carl James, Chapter 2


The Linguistic components of contrastive Analysis

Microlinguistic Contrastive Analysis


Carl James, Chapters 3 and 4


Macrolinguistic Contrastive Analysis

Contrastive Analysis, Error Analysis and Interlanguage: Three Phases of One Goal

Carl James, Chapter 5

Jacek Fisiak, Chapter 14


Linguistic and psychological basis of error analysis

Error Analysis

The significance of learners’ errors

Idiosycratic dialects and error analysis

Keshavarz, chapters 3 and 4

Corder, Chapter2 1 and 2


Hypotheses about Second-Language Learner’s Language

The role of interpretation in the study of learners’ errors

Keshavarz, 2011, Chapter 5

Corder, Chapters 3 and 4



Techniques and Procedures for doing Error Analysis

Keshavarz, 2011, Chapter 6


Midterm Examination


Classification of Errors

Sources of Errors

Keshavarz, Chapters 7and 8


Communicative Aspects of Error Analysis

Pedagogical Implications of Error Analysis

Error analysis and remedial teaching

Pedagogical Implications of contrastive studies


Keshavarz, chapters  9 and 10

Jacek Fisiak, chapter 10

Corder, chgapter 5


Contrastive Studies in two perspectives

Recent developments in contrastive analysis and their relevance to language teachers

Jacek Fisiak, chapters 2 and 3


Contrastive linguistics past and present and a communicative approach

The transfer of communicative competence

Jacek Fisiak, chapters 4 and 5



Contrastive Analysis in a New Dimension

Psycholinguistic models, second language acquisition and contrastive analysis

Jacek Fisiak, chapters 6 and 7



Towards a contrastive pragmalinguistics

Contrastive Analysis in the classroom

Jacek Fisiak, chapters 8 and9



On the feasibility of pedagogical contrastive sociolinguistics

Jacek Fisiak, chapter 12



Concluding Remarks and Revision



Each student will be given 15 minutes of the class time to present a book chapter or a paper during which they are expected to present the general content and the major concepts of the material. This will be followed by 5 minutes of discussion. The presenters are expected to provide their classmates with a summary of the material presented.

All students are required to read the materials and actively participate in the discussion following the presentation.