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 which sought to link languages ​​historically, developmentally and structurally within family relationships.linguists attempt to find out similarities & differences in both related & non-related languages. Contrastive analysis grew as the result of the practical demands of a language-teaching methodology, where it was empirically shown that the errors which are made by foreign language students can be often traced back to the differences in structure between the target language & the language of the learner. This naturally implies the necessity of a detailed comparison of the structure of a native & a target language. This procedure has been named contrastive analysis.proceed from the assumption that the categories, elements on the semantic as well as on the syntactic & other levels are valid for both languages.
2.2 The place and role of contrastive analysis in linguistics
Contrastive analysis is a linguistic branch whose main aim is to help the analyst to ascertain in which aspects the two languages ​​are alike and in which they differ. It includes two main processes - description and comparison set up in four basic steps: a) assembling the data, b) formulating the description, c) supplementing the data as required, and d) formulating the contrasts.grew as the result of the practical demands of language teaching methodology where it was empirically shown that the errors which are made recurrently by foreign language students can be often traced back to the differences in structure between the target language and the language of the learner. This naturally implies the necessity of a detailed comparison of the structure of a native and a target language which has been named contrastive analysis.should be borne in mind that though objective reality exists outside human beings and irrespective of the language they speak every language classifies reality in its own way by means of vocabulary units.
The central theoretical issue and the ultimate goal of contrastive studies is the question of establishing similarities and differences and, consequently, their quantifi...
