Applying "Difference" and "Difficulty" in Second Language Learning Classrooms

Difference and difficulty are linguistic terms that refer to the level and ability of the language learner and involves the organization of a syllabus for the learning of a second language. The term "difference" refers to the relative amount of learning tasks in the second langauge which must be formally taught because a learner's L1 may not contain these linguistic elements as the learner confronts these learning tasks. Corder relates to the fact that a learner's L! may be absent of a tense system in his\her grammar where s\he must formally learn it. As Corder points out, this is a major learning problem.

Difficulty involves the care and understanding in terms of what linguistic features L2 learners are not cognitively capable of comprehending and producing. Certain features of an L2 may be on such a high caliber that it is futile to include them in the syllabus let along teach them in the L2 classroom. The concept of difficulty has been conceptualized through empirical research regarding second language learning and not on the structural differences between a learner's L1 and L2. (Corder, 148).

Empirical research has taken the form of intralingual comparison, contrastive analysis and error analysis which has given meaning in terms of distinguishing between the concepts of difference and difficulty. Intralingual comparison reveals data about the common core and the relative centrality of the various linguistic items in the target language which bears relevance to both selecting materials for the syllabus as well as its sequencing. (Corder, 148)

Contrastive analysis is the process of comparing the learner's L1 and L2 by the L2 learner learning the structural and linguistic differences between a learner's mother tongue and the second language. Here, Corder states: "difficulty is a function of the relations between langauges, not inherent in a language itself" (Corder, 264). In critique of the contrastive analysis hypothesis, there is evidence to support the fact that a difficult linguistic item may be easier to learn than something which is only slightly different when the amount of learning varies according to the degree of overlap. For example, with regard to phonological and phonetical systems, a slightly different phonetic sound may be problematic when a native English speaker learning German attempts to produce the words "loch" and "lock" 9sound of [x] in German) (Corder, 230).

However, it is important to distinguis between the difficulty in learning an L2 as input and as "self-produced" output. "learning" difficulties into the difficulty of learning to use a language receptively and learning to use it productively and that what may be difficult to learn to use productively may present few difficulties to learn to use receptively" (Corder, 230).

Error analysis is the comparison of the learner's language at some particular point in the language development with the target language. (Corder, 149). In error analysis, "The differences represent the residual learning tasks of the learner" (Corder, 149). Depending on the learner's proficiency in an L2, s\he will either capitalize on the L1 or employ some L2. There, difference between an L1 and L2 represents the learner following a set of rules where the interlanguage is constantly in flux. The concepts of difficulty and difference incorporate empirical research which an interactive process involves the L2 learn and learning.

Works Cited

Corder, S. P. (1967). The significance of learners' errors. International Review of Applied Linguistics, 5, 160-170