contrastive sociolinguistics, contrastive theoric and many more.
In contrastive analysis, the following problems are discussed: thesauri of entire vocabularies; classification of lexical hierarchies; taxonomic structure of specialized terminology; lexico-semantic relationships; practical implications.
Contrastive analysis is a relatively modern discipline, emerging as a major linguistic tool during and after World War Two, particularly in the United States in the context of second and foreign language teaching. In the late 1950s, Robert Lado proposed contrastive analysis as a means of identifying areas of difficulty for language learners, although already in 1945 Charles Fries had formulated the theory. The earlier contrastive analysis research was language-focused. During the pre-Chomskyan structuralist period, linguists examined features of the native language which contrasted with features of the foreign language, indicating that these would be areas most likely to cause difficulty for foreign language learners.contrastive analysis describes the structural differences and similarities of two or more languages. As an area of ​​enquiry, contrastive analysis (CA) is concerned with the principles and uses of such descriptions. It implies a belief in language universals; as in any contrast, if there were no features in common, there would be no basis for comparison. Broadly defined, CA has been used as a tool in historical linguistics to establish language genealogies, in comparative linguistics to create language taxonomies and in translation theory to investigate problems of equivalence. In language teaching it has been influential through the Contrastive Analysis Hypothesis (CAH) which claims that difficulties in language learning derive from the differences between the new language and the learner's first language, that errors in these areas of difference derive from first language interference and that these errors can be predicted and remedied by the use of CA. The CAH was widely influential in the 1950s and 1960s, but from the 1970s its influence dramatically declined. In that time contrastive analysis theory had been to an extent supplanted by error analysis, which examined not only the impact of transfer errors but also those related to the target language, including overgeneralization (Bowen, Madsen & Hilferty, 1985, p. 58) . was due in part to the supplanting of structural linguistics, with which it was closely associated. The CAH was also at odds with the views in SLA and inter-language theory that only a small proportion of errors derived from first language Krzeszowski (1985) identified an approach to the teaching of Latin in England, going back nearly a thousand years, called sign theory, which involved reconciling the grammatical descriptions of English and Latin. Di Pietro (1971) focuses on a more recent relative, late nineteenth-century comparative philology...
