Kontrastiv

Kontrastiv is an adjective used mainly in linguistics to describe approaches, analyses, or phenomena that involve contrasting two languages to reveal differences that may influence language learning, processing, or use. In English, the term is often rendered as contrastive. In Scandinavian scholarly usage, kontrastiv lingvistikk or kontrastiv analyse refers to the systematic comparison of two languages to identify potential areas of difficulty for learners and to anticipate transfer effects from the first language.

Historically, contrastive analysis emerged in the mid-20th century as a methodological framework for applied linguistics. It is closely associated with the Contrastive Analysis Hypothesis (CAH), popularized by Robert Lado and colleagues, which posits that language learning problems can be predicted from systematic differences between a learner’s first language and the target language. The aim was to inform language teaching, materials design, and error analysis by highlighting where learners are likely to struggle due to transfer.

Methodologically, kontrastiv analyses involve compiling descriptions of linguistic features across the languages in question—phonology, morphology, syntax, and lexicon—and forecasting which areas are prone to negative or positive transfer. Findings are then used to develop instructional tasks, glossaries, or corrective feedback aimed at mitigating difficulties.

Limitations and contemporary view: while contrastive analysis contributed to early applied linguistics, it faced criticism for overpredicting learner errors and underestimating developmental factors and learner variability. Modern SLA research integrates contrastive insights with usage-based, sociocultural, and cognitive perspectives, recognizing that transfer interacts with context, exposure, and learners’ goals. Nevertheless, kontrastiv methods remain a useful tool in descriptive studies, evaluation of learner error patterns, and curriculum design.