Which term recognizes that errors can arise not only from L1 transfer but from other factors?

Which term recognizes that errors can arise not only from L1 transfer but from other factors?

• A. Audiolingualism
• B. Intake
• C. Contrastive Analysis
• D. Meaningful input

Answer: (C)

The idea being tested is that errors in language learning don’t come only from transferring forms from the learner’s first language; they can arise from multiple influences, including general developmental patterns and processing, not just L1 differences. Contrastive Analysis fits this because it centers on comparing the learner’s L1 with the target language to predict where difficulties will occur. While it’s often tied to transfer-based errors, the approach also implies that not all challenges are solely due to L1 influence—other factors can shape errors as learners work through forming new structures. This makes it the best option among the choices for recognizing multiple sources of error. The other terms don’t address sources of error in the same way: audiolingualism is a teaching method focused on drills and habit formation; intake and meaningful input relate to how learners notice and process language input rather than to the origins of errors themselves.

The idea being tested is that errors in language learning don’t come only from transferring forms from the learner’s first language; they can arise from multiple influences, including general developmental patterns and processing, not just L1 differences.

Contrastive Analysis fits this because it centers on comparing the learner’s L1 with the target language to predict where difficulties will occur. While it’s often tied to transfer-based errors, the approach also implies that not all challenges are solely due to L1 influence—other factors can shape errors as learners work through forming new structures. This makes it the best option among the choices for recognizing multiple sources of error.

The other terms don’t address sources of error in the same way: audiolingualism is a teaching method focused on drills and habit formation; intake and meaningful input relate to how learners notice and process language input rather than to the origins of errors themselves.