Is there anybody help me .... ? '-' * First, i'm sorry it's a long question.... :< Hi, I'm a Korean girl studying in China now. I'm gonna graduate this June, so i should write the final thesis. So I'm writing and writing, but.. i don't have anyone who speak English and help me correct it.. Is there anybody with pleasure...? you just need to read it, and tell me which part is grammatically or contextually not good.. If you think it's too long, you don't need to read it all! Thanks! Thanks! Please, anyone, help me................ T,T 2.1.1. Contrastive Analysis The systematic study of the linguistic systems of two languages is called Contrastive Analysis. It is psychologically based on behaviorism, and linguistically based on structural linguistics. The basic assumption of contrastive analysis is that by contrasting the structures of the source language and the target language, one will be able to predict the errors made by learners of the target language, and it will help to design teaching materials considering the predicted errors. Robert Lado(1957) claimed that “[…]we can predict and describe the patterns that will cause difficulty in learning, and those that will not cause difficulty, by comparing systematically the language and culture to be learned with the native language and culture of the student”, and “those elements which are similar to native language will be simple for him, and those elements that are different will be difficult”. In the early 1970s, however, different studies on second language learning proved that many errors were not caused by transfer and that many errors predicted by contrastive analysis did not actually occur. The study taken by Randal Whitman and Kenneth Jackson (1972) shows that “contrastive analysis, as represented by the four analyses tested in this project, is inadequate, theoretically and practically, to predict the interference problems of a language learner”. 2.1.2. Error Analysis Complementary to contrastive analysis is Error Analysis. Contrastive analysis believes that errors produced by second language learners are the result of interference from the learner’s native language and that the errors should be corrected, while error analysis regards the error by learners as a positive factor in learning language. Stephen Pit Corder (1967) notes the importance of error analysis as follows: “A learner’s errors… are significant in [that] they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language”. Corder also says errors are significant in three ways: 1) it tells the teacher how the learner is progressing towards his or her language goal, 2) it provides the researchers with evidence of strategies or procedures the learner employs in learning language and 3) the learner can learn from these errors.