Relevant bibliographies by topics / English Cognate words

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Academic literature on the topic 'English Cognate words'

Author: Grafiati
Published: 28 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "English Cognate words"

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Fernandes, Maylton Silva, Gustavo Lopez Estivalet, and Márcio Martins Leitão. "Monolíngues? Uma investigação sobre o reconhecimento de palavras cognatas português-inglês / Monolinguals? An Investigation on the Recognition of Cognate Words From Portuguese-English." Caligrama: Revista de Estudos Românicos 26, no. 2 (2021): 155. http://dx.doi.org/10.17851/2238-3824.26.2.155-177.

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Resumo: Palavras cognatas são conhecidas por dividirem semelhanças formais e semânticas entre duas ou mais línguas, possivelmente dividindo representações no léxico mental. Nesse sentido, as palavras cognatas possuem diferentes graus de semelhança, como por exemplo pares do português-inglês: cognatos perfeitos “banana”, cognatos de alto grau “momento-moment” e cognatas de baixo grau “noite-night”. Focalizando a relação formal e independentemente do conhecimento bilíngue, como as palavras cognatas do português-inglês são reconhecidas por monolíngues? O presente artigo tem o objetivo de investig
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Zhang, Juan, Chenggang Wu, Tiemin Zhou, and Yaxuan Meng. "Cognate facilitation priming effect is modulated by writing system: Evidence from Chinese-English bilinguals." International Journal of Bilingualism 23, no. 2 (2018): 553–66. http://dx.doi.org/10.1177/1367006917749062.

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Aims: The present study aims to examine the cross-script cognate facilitation effect that cognates have processing advantages over non-cognates and this effect is strong evidence supporting the non-selective access hypothesis for bilinguals. Methodology: By adopting a masked translation priming paradigm, Experiment 1 used 48 Chinese–English cognates (Chinese words) and 48 non-cognates (Chinese words) as primes and their English translation equivalences as targets. Chinese–English bilinguals were instructed to judge whether the target stimuli were real words or not. In Experiment 2, another gro
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Montelongo, José A., Anita C. Hernández, Roberta J. Herter, and Carissa Hernández. "Orthographic Transparency and Morphology of Spanish–English Cognate Adjectives." Psychological Reports 105, no. 3 (2009): 970–74. http://dx.doi.org/10.2466/pr0.105.3.970-974.

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The English and Spanish languages share over 20,000 cognates. Cognates are words that are orthographically, semantically, and syntactically similar in two languages. In 2009, Montelongo, Hernández, and Herter collected orthographic transparency ratings for over 2,000 Spanish–English cognate nouns and cognate adjectives drawn from the Juilland and Chang-Rodríguez’ Frequency Dictionary of Spanish Words. The present analysis of the cognate adjectives in the Montelongo, et al. norms identified orthographic and morphological characteristics which affected ratings of cognate transparency. The analys
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Toassi, Pâmela Freitas Pereira, and Silvia Hedine de Albuquerque Pereira. "UNDERSTANDING COGNATE WORDS IN A FIRST CONTACT WITH ENGLISH." Caderno de Letras, no. 35 (January 19, 2020): 27. http://dx.doi.org/10.15210/cdl.v0i35.17604.

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In the present study the cognate facilitation effect was investigated by means of a translation task applied to ten participants (mean age of 44 years old) who had never taken an English course and who were skeptical about being able to learn the language. The task consisted of the translation of 40 non identical cognate words from English to Portuguese. By means of this task, we could infer if the cognate words could be understood in a first contact with English. The results were positive: more than 50% of the words presented to these participants were correctly translated into Portuguese. In
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DRESSLER, CHERYL, MARIA S. CARLO, CATHERINE E. SNOW, DIANE AUGUST, and CLAIRE E. WHITE. "Spanish-speaking students' use of cognate knowledge to infer the meaning of English words." Bilingualism: Language and Cognition 14, no. 2 (2011): 243–55. http://dx.doi.org/10.1017/s1366728910000519.

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This research examines the processes which native Spanish-speaking learners of English and English-only students engage in when inferring meaning for unknown English words that have Spanish cognates. Conducted within the context of a large-scale vocabulary intervention that taught word inferencing strategies, including a cognate strategy, this qualitative study describes cognate strategy use among a small sample of participants. The data suggest that explicit instruction, students' metalinguistic and metacognitive skills, and the structural characteristics of cognate pairs are associated with
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Nagy, William E., Georgia Earnest García, Aydin Y. Durgunoğlu, and Barbara Hancin-Bhatt. "Spanish-English Bilingual Students' Use of Cognates in English Reading." Journal of Reading Behavior 25, no. 3 (1993): 241–59. http://dx.doi.org/10.1080/10862969009547816.

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A study was conducted to determine how Hispanic bilingual students' knowledge of Spanish vocabulary and ability to identify Spanish-English cognates relate to their comprehension of English expository text. Subjects, 74 upper elementary Hispanic students able to read in both Spanish and English, were tested for Spanish and English vocabulary knowledge, and after reading each of four expository texts containing English words with Spanish cognates (e.g., English transform and Spanish transformar) were given a multiple-choice test on their understanding of key concepts from these texts. After a b
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Hancin-Bhatt, Barbara, and William Nagy. "Lexical transfer and second language morphological development." Applied Psycholinguistics 15, no. 3 (1994): 289–310. http://dx.doi.org/10.1017/s0142716400065905.

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AbstractThis study investigates the development of two levels of morphological knowledge that contribute to Spanish-English bilingual students’ ability to recognize cognates: the ability to recognize a cognate stem within a suffixed English word, and knowledge of systematic relationships between Spanish and English suffixes (e.g., the fact that words ending in -ty in English often have a Spanish cognate ending in -dad). A total of 196 Latino bilingual students in 4th, 6th, and 8th grade were asked to give the Spanish equivalent for English words, some of which had derivational and inflectional
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Lijewska, Agnieszka, and Hanka Błaszkowska. "Non-identical cognates yield facilitation in translation – does the way foreign vocabulary is learned affect its processing?" Poznan Studies in Contemporary Linguistics 57, no. 3 (2021): 329–58. http://dx.doi.org/10.1515/psicl-2021-0017.

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Abstract Cognates (words sharing form and meaning across languages, e.g. Polish–English FILM–FILM (identical cognates) or TUNNEL–TUNEL (non-identical cognates)) are processed faster than single-language words (cognate facilitation effect), which is modulated by a number of factors. Here, we extended the study reported by Lijewska and Chmiel (2015) and tested the influence of learning experience on non-identical cognate processing in a translation task in 2 experiments with Polish-German–English trilinguals and with German–English bilinguals. The trilinguals learned English and German via Polis
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Cañizares-Álvarez, Carl, and Virginia C. Mueller Gathercole. "The influence of first language polysemy and first language and second language lexical frequencies on second language learners’ use of false cognates." International Journal of Bilingualism 24, no. 3 (2019): 530–41. http://dx.doi.org/10.1177/1367006918814380.

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Aims and objectives: This study examines second language (L2) bilinguals’ use of words that have the same or similar forms in their two languages but whose meaning extensions differ – that is, false cognates. We examine the conditions under which L2 speakers inappropriately use false cognates in the L2. How do frequency of the relevant words in each language and polysemy of the word in the first language (L1) affect L2 learners’ use of such words? Design: Fifty Spanish L1–English L2 adults translated 80 words in context from Spanish (S) to English (E). The words involved polysemous Spanish wor
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Toassi, Pâmela Freitas Pereira, and Mailce Borges Mota. "Crosslinguistic influence in the production of English as L3." Revista Horizontes de Linguistica Aplicada 20, no. 1 (2021): AG1. http://dx.doi.org/10.26512/rhla.v20i1.32893.

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Crosslinguistic influence (CLI) refers to the phenomenon of how one language affects the acquisition and processing of another language by the same speaker. Bilinguals and multilinguals offer a good opportunity to study crosslinguistic phenomena since they have multiple language systems in interaction. Here we report the results of a study which investigated CLI in bilinguals and trilinguals. The objective of the study was twofold: (1) to analyze the influence of cognate words in the oral production of L2 and L3 English speakers in terms of quantity and type of cognates (English-Portuguese, En
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Dissertations / Theses on the topic "English Cognate words"

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Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.

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Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorg
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Sowers, Andrew Michael. "Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3970.

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Research has shown that cognates between Japanese and English have the potential to be a valuable learning tool (Daulton, 2008). Yet little is known on how Japanese learners of English produce cognates in context. Recently, studies have argued that cognates can cause a surprisingly high number of syntactic errors in sentence writing activities with Japanese learners (Rogers, Webb, & Nakata, 2014; Masson, 2013). In the present study, I investigated how Japanese learners of English understood and used true cognates (words that have equivalent meanings in both languages) and non-true cognates (wo
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Uchida, Emi. "The use of cognate inferencing strategies by Japanese learners of English." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327060.

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Utgof, Darja. "The Perception of Lexical Similarities Between L2 English and L3 Swedish." Thesis, Linköping University, Department of Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15874.

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<p>The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition.</p><p>It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of educati
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Books on the topic "English Cognate words"

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Benedetti, Jorge. Dictionary of true and false cognate words in alphabetical order: English-Spanish. J. Benedetti, 2004.

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Hendrickx, Jos. Dwaalduiders: Schijngelijkenis tussen Engelse en Nederlandse woorden. Acco, 1987.

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Ricardo, José. Inglês-português: Semelhanças e contrastes. Disal, 2006.

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Nash, Rose. NTC's dictionary of Russian cognates: Thematically organized. NTC Pub. Group, 2000.

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Nash, Rose. NTC's dictionary of Spanish cognates: Thematically organized. NTC Publishing Group, 1997.

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Parkes, Geoff. NTC's Dictionary of German false cognates. National Textbook Co., 1992.

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Rayall, G. S. English and Sanskrit, a common heritage of words: With special reference to Punjabi. Publications Bureau, Punjabi University, 1996.

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Rodríguez, Socorro Montaño. Cognados y falsos cognados: Su uso en la enseñanza del inglés. Universidad de Guadalajara, 2009.

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Steven, Jacobson, and Kaplan Lawrence, eds. Comparative Eskimo dictionary: With Aleut cognates. 2nd ed. Alaska Native Language Center, University of Alaska Fairbanks, 2010.

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Bluedorn, Harvey. Vocabulary bridges: From English to Latin & Greek. Trivium Pursuit, 2001.

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Book chapters on the topic "English Cognate words"

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Schaefer, Daniel, and Peter Z. Revesz. "Comparing Related Languages with a Fuzzy Morphism Matching Algorithm." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83472-1_6.

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Abstract This paper proposes a fuzzy morphism matching algorithm for discovering similarities within related languages. The fuzzy morphism matching algorithm takes as input a novel representation of the linguistic structures of the two languages that are compared. This representation is a type of Markov model that is built from an abstract representation of the basic set of words in the languages where the abstraction is based on combinations of six phoneme categories and three positions of those phonemes within the basic sets of words. The limited number of nodes in these Markov models allows
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Edeleva, Julia А., Alexandra А. Meshcheryakova, and Carmela Chateau-Smith. "TOWARDS A GRADIENT SCALE TO DETERMINE COGNATE STATUS OF WORDS IN BILINGUAL NATURAL READING." In Synergy of Languages & Cultures 2023: Interdiscipilinary Studies. St Petersburg State University, 2024. http://dx.doi.org/10.21638/2782-1943.2023.13.

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Reading is a complex cognitive process that includes the integration of information at different levels. For visual word recognition, factors such as word frequency and contextual predictability play a pivotal role in reading efficiency. Bilingual lexical processing is even more complex due to cross-linguistic similarities and differences. Cognates are of particular interest for the study of visual word recognition. Words can vary in terms of orthographic and semantic overlaps even in languages that share the same writing system. Word recognition becomes more complicated in cases where writing
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Sa´nchez-Casas, Rosa, and Jose´ E. Garc´ıa-Albea. "The Representation of Cognate and Noncognate Words in Bilingual Memory: Can Cognate Status Be Characterized as a Special Kind of Morphological Relation?" In Handbook of Bilingualism. Oxford University PressNew York, NY, 2009. http://dx.doi.org/10.1093/oso/9780195151770.003.0013.

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Abstract One of the main issues addressed in bilingual research has been how bilinguals represent and access the words from their two languages. Studies carried out in different languages suggest that the distinction between cognate (words that are similar in form and meaning) and noncognate (words only similar in meaning) translations can be relevant in determining how words are represented in the bilingual lexicon. In the present chapter, we review a program of research in which we examined the visual recognition of these two types of translations in Spanish-English and Catalan-Spanish bilin
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"Fossilized allomorphy: false cognates and other etymological pitfalls." In English Words. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9780511791161.009.

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Vogel, Joseph Henry. "Analogy Becomes Application: Property Rights Mean Privatization." In Genes For Sale. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195089103.003.0004.

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Abstract Foreign languages are tricky. Quite often, identical words have virtually identical meanings (e.g., “organisation” in both French and British English). Such words are called cognates, and they facilitate the learning of a foreign language. However, not all identical words are cognates. Many identical words can mean something slightly different to something completely different and, on occasion, even something obscene. French teachers call such words fauxamis, or “false friends.” Faux amis happen not only across languages, but also within the same language. Take, for example, the word
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Fletcher, George P. "Guilt." In The Grammar of Criminal Law. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195103106.003.0009.

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Abstract The Old English word gilt has bequeathed to us one of the pivotal words of our criminal jurisprudence. We do not completely know what it is, but our system cannot do without it. Our pleading and our jury verdicts revolve around the distinction between being guilty and not guilty. Yet the word has no cognates in other languages and no associations with other terms in English. It stands by itself, an outlier in the languages of the world, and yet it commands the entire field of law that surrounds it.
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Martini, Juliane. "Beyond frequency: evaluating the lexical demands of reading materials with open-access corpus tools." In CALL for widening participation: short papers from EUROCALL 2020. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1191.

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The aim of the present study was to evaluate the appropriateness of open-access reading materials for an intensive English for Academic Purposes (EAP) course, and to provide teachers with a set of criteria to select online texts systematically and efficiently. The Corpus for Veterinarians (VetCorpus) was compiled and analyzed using Lextutor corpus tools. Taking into account students’ vocabulary size, background knowledge, word frequency, proper nouns, compound words, and cognates, the VetCorpus was considered useful and appropriate for intermediate level students, but too difficult for element
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Taher-Kermani, Reza. "Persia and Nineteenth-Century English Poetry." In The Persian Presence in Victorian Poetry. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474448161.003.0003.

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This chapter provides the first systematic analysis of the presence of Persia in nineteenth-century English poetry. In doing so, the chapter relies on the categories of texts and typologies that are outlined in Chapter One in The Persian Presence in Victorian Poetry as a conceptual basis to describe the environments of knowledge within which the image of Persia was defined and disseminated in the nineteenth century. Using the chronological arrangement of Chapter One, this chapter is able to suggest some thematic correlations between nineteenth-century ‘Persianised’ poems. In order to discern t
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Cacchiani, Silvia. "(Pseudo-)Anglicisms as Nominal Compounds in Italian." In The Interaction of Borrowing and Word Formation. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474448208.003.0006.

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The frequency of (pseudo-)Anglicisms in Italian has steadily increased in the past decades. In Italian, N+N compounds are rare and generally left-headed. Taking a broadly functional-cognitive perspective on the outcomes of contact with English right-headed word formation, the analysis discusses Italian classifying and identifying compounds primarily mediated through the press or coined for use as names and trademarks. The data suggest that English foreign compounding only ever has a reinforcing effect on word formation patterns that are already available to Italian. For example, favouring the
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Lambert, Stephen. "Δημοκράτης‎ the Democrat?" In Changing Names. British Academy, 2019. http://dx.doi.org/10.5871/bacad/9780197266540.003.0007.

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This paper discusses the name Δημοκράτης‎ as an interesting case of a name whose connotation was fluid according to context and to changes over time in language and political culture. The earliest occurrence of the name at Athens, for the father of Lysis of the eponymous Platonic dialogue, is conventionally taken as very early evidence for the emergence of the language of ‘democracy’. Pointing out that, in ancient Greek, there is no word δημοκρατής‎, cognate with ‘democrat’ and its equivalents in English and other modern European languages, the paper argues that that the primary connotation of
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Conference papers on the topic "English Cognate words"

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Shevlyakova, Anna. "QUANTITATIVE AND SOCIOLINGUISTIC ANALYSIS OF WORDS "DREAM", "DISAPPOINTMENT" AND THEIR COGNATES IN ENGLISH, RUSSIAN AND GERMAN." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.6/s14.065.

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