The contrastive analysis hypothesis or the Lado model was developed in the 1950s by Robert Lado, a linguist who studied the role of language in communication and education. He argued that the structure of a language, including its phonology, grammar, and vocabulary, plays a critical role in second language acquisition.
The contrastive analysis hypothesis is a theory of second language acquisition that suggests that the differences and similarities between a person's first language (L1) and second language (L2) can predict the difficulties and ease of learning the L2. According to this theory, if the L1 and L2 are similar in certain ways, the learner may find it easier to learn the L2. On the other hand, if the L1 and L2 are very different, the learner may face more challenges in learning the L2.
The contrastive analysis hypothesis was first proposed in the 1950s and 1960s as a way to explain why some language learners experienced more difficulties than others. It was based on the idea that if the L1 and L2 were compared and contrasted, it would be possible to identify the areas where the learner would need extra support and focus in order to learn the L2.
The contrastive analysis hypothesis has been influential in the field of second language acquisition and has led to the development of various language learning materials and methods that take into account the similarities and differences between the L1 and L2. However, it has also been criticized for oversimplifying the process of second language acquisition and for not taking into account the individual differences among learners.
