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Journal articles on the topic 'English Cognate words'

Author: Grafiati

Published: 28 July 2024

Last updated: 31 July 2025

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1

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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BALLING, LAURA WINTHER. "Reading authentic texts: What counts as cognate?" Bilingualism: Language and Cognition 16, no. 3 (2012): 637–53. http://dx.doi.org/10.1017/s1366728911000733.

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Most research on cognates has focused on words presented in isolation that are easily defined as cognate between L1 and L2. In contrast, this study investigates what counts as cognate in authentic texts and how such cognates are read. Participants with L1 Danish read news articles in their highly proficient L2, English, while their eye-movements were monitored. The experiment shows a cognate advantage for morphologically simple words, but only when cognateness is defined relative to translation equivalents that are appropriate in the context. For morphologically complex words, a cognate disadv

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Vanlangendonck, Flora, David Peeters, Shirley-Ann Rueschemeyer, and Ton Dijkstra. "Mixing the stimulus list in bilingual lexical decision turns cognate facilitation effects into mirrored inhibition effects." Bilingualism: Language and Cognition 23, no. 4 (2019): 836–44. http://dx.doi.org/10.1017/s1366728919000531.

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AbstractTo test the BIA+ and Multilink models’ accounts of how bilinguals process words with different degrees of cross-linguistic orthographic and semantic overlap, we conducted two experiments manipulating stimulus list composition. Dutch–English late bilinguals performed two English lexical decision tasks including the same set of cognates, interlingual homographs, English control words, and pseudowords. In one task, half of the pseudowords were replaced with Dutch words, requiring a ‘no’ response. This change from pure to mixed language list context was found to turn cognate facilitation e

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Hopp, Holger. "Cross-linguistic lexical and syntactic co-activation in L2 sentence processing." Linguistic Approaches to Bilingualism 7, no. 1 (2016): 96–130. http://dx.doi.org/10.1075/lab.14027.hop.

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Abstract This study investigates under which conditions the L1 syntax is activated in L2 on-line sentence comprehension. We study whether cross-linguistic syntactic activation of the L1 word order is affected by lexical activation of the first language (L1) by virtue of cognate words. In two eye-tracking experiments, German-English bilinguals and English natives read English sentences containing reduced relative clauses whose surface word order partially overlaps with German embedded clauses. The verbs used were either German-English cognates or matched control verbs. The results show lexical

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BERNOLET, SARAH, ROBERT J. HARTSUIKER, and MARTIN J. PICKERING. "Effects of phonological feedback on the selection of syntax: Evidence from between-language syntactic priming." Bilingualism: Language and Cognition 15, no. 3 (2011): 503–16. http://dx.doi.org/10.1017/s1366728911000162.

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Research on word production in bilinguals has often shown an advantage for cognate words. According to some accounts, this cognate effect is caused by feedback from a level that represents information about phonemes (or graphemes) to a level concerned with the word. In order to investigate whether phonological feedback influences the selection of words and syntactic constructions in late bilinguals, we investigated syntactic priming between Dutch and English genitive constructions (e.g., the fork of the girl vs. the girl's fork). The head nouns of prime and target constructions were always tra

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Skjelde, Kimberly. "Exploring L2 English Proficiency and Translation of Academic English Vocabulary." Nordic Journal of Language Teaching and Learning 11, no. 2 (2023): 140–64. http://dx.doi.org/10.46364/njltl.v11i2.1057.

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Knowledge of academic English vocabulary is essential for upper secondary L2 English learners preparing for university studies, yet previous research suggests students in Scandinavian settings may need support to acquire this lexis (Edgarsson, 2017; Henriksen & Danelund, 2015). The abundance of Graeco-Latin cognates between European languages and academic English has been shown to lessen the learning burden of academic English vocabulary for speakers of Romance languages (Cobb, 2000; Petrescu et al., 2017). However, less research has been conducted for speakers of Scandinavian languages wh

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Payesteh, Bita, and Giang T. Pham. "Is There a Cognate Effect in Bilingual Children With Developmental Language Disorder?" Language, Speech, and Hearing Services in Schools 53, no. 1 (2022): 213–21. http://dx.doi.org/10.1044/2021_lshss-21-00078.

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Purpose: Cognates, words in two languages that share form and meaning, can be used to support vocabulary development in bilingual children. Typically developing bilinguals have shown better performance on cognates versus noncognates. Of key interest is whether bilinguals with developmental language disorder (DLD) also show a cognate effect and, if so, which factors are related to their cognate performance. Method: Thirty-five Spanish–English bilingual children (5–11 years old) with DLD completed the Expressive and Receptive One-Word Picture Vocabulary Tests, third edition, in English (EOW, ROW

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Post da Silveira, Amanda, Vincent J. van Heuven, Johanneke Caspers, and Niels O. Schiller. "Dual activation of word stress from orthography." Dutch Journal of Applied Linguistics 3, no. 2 (2014): 171–98. http://dx.doi.org/10.1075/dujal.3.2.05sil.

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Studies in bilingualism have shown that words activate form-similar neighbors in both first (L1) and second (L2) languages. Accordingly, we hypothesized that the degree of form similarity between L1–L2 word pairs causes a proportional amount of prosodic transfer in L2 speech production. Thus, cognate pairs L1–L2 which bear lexical stress in the same syllable position should be facilitated in L2 production, while cognates with stress on mismatching positions L1–L2 should be inhibited. The results of a speeded word naming task with English L2 speakers showed facilitation in production of cognate

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Squires, Lindsey R., Sara J. Ohlfest, Kristen E. Santoro, and Jennifer L. Roberts. "Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis." American Journal of Speech-Language Pathology 29, no. 4 (2020): 2170–88. http://dx.doi.org/10.1044/2020_ajslp-19-00167.

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Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination

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Rallo, Lucrecia. "Factors Affecting Pronunciation Accuracy in English as a Foreign Language: The Case of Spanish-Catalan Intermediate Learners." Atlantis. Journal of the Spanish Association for Anglo-American Studies 44, no. 2 (2022): 45–64. http://dx.doi.org/10.28914/atlantis-2022-44.2.03.

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In the present study, we investigate the factors that influence pronunciation accuracy by Spanish-Catalan bilinguals learning English as a foreign language (EFL). A group of intermediate EFL learners were recorded producing a series of cognate and non-cognate words in two different conditions: a reading aloud task and a delayed repetition task. In the reading aloud task, the target words were presented as visual prompts in a carrier phrase. In the delayed repetition, words were presented aurally and participants repeated them after a two-second delay followed by an audio prompt. The words were

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Izadpanah, Siros, Maryam Hatemi, and Fatemeh Asadi. "The Study of Learners’ Educational Level and Their Knowledge of True Cognate Words in Iran." Journal of Language Teaching and Research 7, no. 5 (2016): 985. http://dx.doi.org/10.17507/jltr.0705.21.

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Our purpose of the study was to determine the learners’ educational level and their knowledge of true cognate words. 385 had been selected from 3,789 statistical population participated in 2014–2015 at three levels of associate, bachelor, and master of Islamic Azad University as well as teachers of English in English educational institutions in Zanjan (Iran). The participants’ age was between from 18 to 52. The materials were 45 words of true cognate words from 500 words by doing CVR (content validity ratio) and CVI (content validity index) (Lawshe’s table with the index of 88% and 82% respect

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AMENGUAL, MARK. "Interlingual influence in bilingual speech: Cognate status effect in a continuum of bilingualism." Bilingualism: Language and Cognition 15, no. 3 (2011): 517–30. http://dx.doi.org/10.1017/s1366728911000460.

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The present study investigates voice onset times (VOTs) to determine if cognates enhance the cross-language phonetic influences in the speech production of a range of Spanish–English bilinguals: Spanish heritage speakers, English heritage speakers, advanced L2 Spanish learners, and advanced L2 English learners. To answer this question, lexical items with considerable phonological, semantic, and orthographic overlap (cognates) and lexical items with no phonological overlap with their English translation equivalents (non-cognates) were examined. The results indicate that there is a significant e

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Neveu, Anne, Margarethe McDonald, and Margarita Kaushanskaya. "Testing the Triggering Hypothesis: Effect of Cognate Status on Code-Switching and Disfluencies." Languages 7, no. 4 (2022): 264. http://dx.doi.org/10.3390/languages7040264.

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“Triggered switching” is the theory that code-switching happens more often with words connected to both languages, such as cognates. Corpus analyses have supported this theory; however, they do not allow testing for directional causality. Here, we test the triggering hypothesis through a picture-naming task, and examine whether cognates trigger code-switches, as well as more subtle interference effects resulting in disfluencies. Forty English-Spanish bilinguals completed a picture-cued sentence production task in three conditions: English-only, Spanish-only, and mixed. Half of the pictures rep

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Tuinman, Annelie. "Visuele Woordherkenning in Tweetaligen." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 93–101. http://dx.doi.org/10.1075/ttwia.71.09tui.

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The bilingual visual word-recognition experiment described in the article focused on the recognition of cognates, noncognates, and interlingual homographs in more and less proficient bilinguals and was designed to test the following hypotheses: 1. There is a difference in reaction time to cognate, noncognate, and interlingual homograph words compared with control words. 2. There is a difference in reaction time to cognate, noncognate and interlingual homograph words, compared with control words, between bilinguals with different levels of proficiency in their second language. Both proficiency

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Martínez García, María Teresa. "Language bias and proficiency effects on cross-language activation." Linguistic Approaches to Bilingualism 10, no. 6 (2018): 873–901. http://dx.doi.org/10.1075/lab.17023.mar.

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Abstract Recent research proposes that language bias and proficiency modulate cross-language activation in comprehension and production, but it is unclear how they operate and whether they interact. This study investigates whether stress differences between Spanish-English cognates (material, final-syllable stress in Spanish) affect how native-English second-language-Spanish bilinguals recognize Spanish words (materia “subject/matter,” second-syllable stress in Spanish). In a Spanish-English eye-tracking experiment (and parallel production task), participants heard/produced trisyllabic Spanish

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Midgley, Katherine J., Phillip J. Holcomb, and Jonathan Grainger. "Effects of Cognate Status on Word Comprehension in Second Language Learners: An ERP Investigation." Journal of Cognitive Neuroscience 23, no. 7 (2011): 1634–47. http://dx.doi.org/10.1162/jocn.2010.21463.

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ERPs were used to explore the different patterns of processing of cognate and noncognate words in the first (L1) and second (L2) language of a population of second language learners. L1 English students of French were presented with blocked lists of L1 and L2 words, and ERPs to cognates and noncognates were compared within each language block. For both languages, cognates had smaller amplitudes in the N400 component when compared with noncognates. L1 items that were cognates showed early differences in amplitude in the N400 epoch when compared with noncognates. L2 items showed later difference

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Kasap, Suleyman. "The role of cognate English–Kurdish words in teaching English." African Educational Research Journal 6, no. 4 (2018): 213–17. http://dx.doi.org/10.30918/aerj.64.18.046.

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Allen, David. "The prevalence and frequency of Japanese-English cognates: Recommendations for future research in applied linguistics." International Review of Applied Linguistics in Language Teaching 57, no. 3 (2019): 355–76. http://dx.doi.org/10.1515/iral-2017-0028.

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Abstract Research has demonstrated that cognates are processed and acquired more readily than noncognates regardless of whether the languages share a common script or etymological background (e. g., Japanese and English). Very little research, however, has focused on the prevalence and frequency of cognates in orthographically distinct languages. Using Japanese word frequency data, the present study demonstrates that between 49 % and 22 % of the most common 10000 words in English are cognate in Japanese, depending on the frequency threshold used. The analysis is extended to the Academic Word L

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Uzun, Levent, and Umut M. Salіhoǧlu. "A list of English–Turkish cognates and false-cognates." Poznan Studies in Contemporary Linguistics 57, no. 2 (2021): 325–27. http://dx.doi.org/10.1515/psicl-2021-0014.

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Abstract This article presents a list of English–Turkish cognates and false cognates which was compiled from a corpus of over 80,000 words in dictionary entries. The list contains 2411 English words that are either cognates or false cognates in Turkish. It was revealed that there are at least 1287 cognates, excluding all proper nouns of people, places, and things; and 1124 false cognates, 96 of which share at least one sense of meaning in each language, and thus are partial false cognates. The total number of English–Turkish cognates and false cognates suggests that cognate status between the

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Vandevoorde, Lore, and Els Lefever. "Who's afraid of false friends? Cognate ratios in translated and non-translated Dutch." Across Languages and Cultures 24, no. 1 (2023): 73–84. http://dx.doi.org/10.1556/084.2022.00204.

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AbstractThis paper presents an empirical study on the proportion of cognate words (cognate ratios) in translated Dutch texts, compared to cognate words ratio in texts originally written in Dutch. To this end, we compiled a gold standard with manually verified cognate pairs for both studied language pairs, viz. English–Dutch and French–Dutch. In this study, we propose three hypotheses about how translators deal with cognates: (1) translators use the high degree of formal and semantic overlap between cognate translations to their advantage so as to produce the “easiest and fastest” translation (

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Vanhove, Jan, and Raphael Berthele. "The lifespan development of cognate guessing skills in an unknown related language." International Review of Applied Linguistics in Language Teaching 53, no. 1 (2015): 1–38. http://dx.doi.org/10.1515/iral-2015-0001.

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AbstractThis study investigates the lifespan development of the ability to correctly guess the meaning of foreign-language words with known translation-equivalent cognates. It also aims to identify the cognitive and linguistic factors driving this development. To this end, 159 German-speaking Swiss participants aged 10 to 86 were asked to translate 45 written and 45 spoken isolated Swedish words with German, English or French cognates. In addition, they were administered an English language test, a German vocabulary test as well as fluid intelligence and working memory tests. Cognate guessing

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Hu, Quan. "Semantic derivation patterns of Russian-English cognates." Philology. Theory & Practice 18, no. 6 (2025): 2406–14. https://doi.org/10.30853/phil20250338.

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The aim of the study is to identify semantic derivation patterns of Russian-English cognates. This study presents an author-selected corpus of cognates in Russian and English, along with a comparative analysis of semantic derivation in the two languages. The scientific novelty of the research lies in identifying common patterns of semantic derivation in Russian and English based on a semantic analysis of a significant number of selected word pairs. For the first time, a comprehensive inventory of Russian-English cognates has been compiled based on a detailed analysis of the words under investi

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Van Assche, Eva, Wouter Duyck, and Marc Brysbaert. "VERB PROCESSING BY BILINGUALS IN SENTENCE CONTEXTS." Studies in Second Language Acquisition 35, no. 2 (2013): 237–59. http://dx.doi.org/10.1017/s0272263112000873.

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Many studies on bilingual language processing have shown that lexical access is not selective with respect to language. These studies typically used nouns as word stimuli. The aim of the present study was to extend the previous findings on noun processing to verb processing. In the first experiment, Dutch-English bilinguals performed a lexical decision task in their second language and were faster to recognize cognate verbs (e.g., Dutch-English geven-give) presented out of context than control words. This verb cognate facilitation effect was not modulated by verb tense. In a second experiment,

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Poort, Eva D., and Jennifer M. Rodd. "Towards a distributed connectionist account of cognates and interlingual homographs: evidence from semantic relatedness tasks." PeerJ 7 (May 16, 2019): e6725. http://dx.doi.org/10.7717/peerj.6725.

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Background Current models of how bilinguals process cognates (e.g., “wolf”, which has the same meaning in Dutch and English) and interlingual homographs (e.g., “angel”, meaning “insect’s sting” in Dutch) are based primarily on data from lexical decision tasks. A major drawback of such tasks is that it is difficult—if not impossible—to separate processes that occur during decision making (e.g., response competition) from processes that take place in the lexicon (e.g., lateral inhibition). Instead, we conducted two English semantic relatedness judgement experiments. Methods In Experiment 1, high

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Botezatu, Mona Roxana. "Visual recognition of identical cognates involves sublexical inhibition and lexical facilitation." NeuroReport 34, no. 11 (2023): 560–65. http://dx.doi.org/10.1097/wnr.0000000000001925.

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The study investigated the consequences of cross-language activation on the time course of bilingual word recognition. Twenty-two Spanish-English bilinguals and 21 English monolingual controls decided whether visually presented letter strings were English words, while behavioral and event-related potential responses were recorded. The language status of words was manipulated experimentally, such that words were either identical cognates between English and Spanish (e.g. CLUB) or noncognates (e.g. CLOCK). Participants were equally fast in responding to cognate and noncognate words. Bilinguals w

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Rodriguez, Timothy A. "Teaching Cognates in Isolation and Context: A Practical Note on Montelongo, et al. (2009)." Psychological Reports 107, no. 2 (2010): 564–66. http://dx.doi.org/10.2466/11.28.pr0.107.5.564-566.

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The use of cognates in teaching word identification and vocabulary meaning is an underused resource in the teaching of English-language learners, especially for learners whose language is similar to English, e.g., Spanish. A recent study by Montelongo, Hernandez, Herter, and Hernandez reported that the effect of initial consonants was strong for recognizing words in isolation. In addition, they pointed out that cognates containing suffixes identical between English and Spanish were more quickly recognized than cognates containing similar but not identical suffixes. Further, they stated teacher

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BROERSMA, MIRJAM. "Triggered codeswitching between cognate languages." Bilingualism: Language and Cognition 12, no. 4 (2009): 447–62. http://dx.doi.org/10.1017/s1366728909990204.

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This study shows further evidence for triggered codeswitching. In natural speech from a Dutch–English bilingual, codeswitches occurred more often directly next to a cognate (or “trigger word”) than elsewhere. This evidence from typologically related, cognate languages extends previous evidence for triggering between typologically unrelated languages. With their large proportion of trigger words, the data provide insight into which words can trigger codeswitches; proper nouns, cognate content words with good and moderate form overlap, and cognate function words all induced codeswitching. Furthe

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Martínez-García, María Teresa. "Using Eye-Movements to Track Bilingual Activation." Languages 4, no. 3 (2019): 59. http://dx.doi.org/10.3390/languages4030059.

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Recent research found that the languages of bilingual listeners are active and interact, such that both lexical representations are activated by the spoken input with which they are compatible. However, the time course of bilingual activation and whether suprasegmental information further modulates this cross-language competition are still not well understood. This study investigates the effect of stress placement on the processing of English–Spanish cognates by beginner-to-intermediate Spanish-speaking second-language (L2) learners of English and intermediate-to-advanced English-speaking L2 l

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Krogh, Simone Møller. "Danish-English Bilinguals’ Cognate Processing in L1 and L2 Visual Lexical Decision Tasks." Languages 7, no. 3 (2022): 228. http://dx.doi.org/10.3390/languages7030228.

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Previous research and the BIA+ model support the hypothesis of language nonselective access during bilingual word recognition with language-ambiguous words like cognates organized in two distinct lexical representations. This paper adds to the existing literature by investigating how task demands and language proficiency influence cognate processing. Twenty-six Danish-English bilinguals with upper-intermediate to advanced L2 proficiencies performed four visual lexical decision tasks in which stimulus list composition (pure or mixed) and target language (L1 or L2) were varied. This study thus d

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Amin, Marzban, and Chahardahcherik Shahrzad. "English and Persian Cognates/Pseudo Cognates-A Cross-Linguistic Investigation." International Journal of English Language and Translation Studies 03, no. 01 (2015): 21–34. https://doi.org/10.5281/zenodo.15901.

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Different world languages have a lot of contact with each other and have had different influences on one another. Cognates, words which are similar across two or more languages in some aspects, especially with regard to pronunciation, portray an interesting and relevant aspect of foreign/second language translation and research. This study intended to identify a type of cognate words called false cognates in Persian and English, words which have the same form in two languages but represent different meanings, and tried to study and determine the historical relations between English and Persian

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Allen, David. "A Procedure for Determining Japanese Loanword Status for English Words." Vocabulary Learning and Instruction 9, no. 1 (2020): 73–79. http://dx.doi.org/10.7820/vli.v09.1.allen.b.

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Japanese loanwords are mainly derived from English. These loanwords provide a considerable first-language (L1) resource that may assist in second-language (L2) vocabulary learning and instruction. However, given the huge number of loanwords, it is often difficult to determine whether an English word has a loanword equivalent and whether the loanword is likely to be widely known among the Japanese. This article demonstrates an efficient method of answering these two questions. The method employs corpus frequency data from the Balanced Corpus of Contemporary Written Japanese, from which the exis

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VAN HELL, JANET G., and ANNETTE M. B. DE GROOT. "Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association." Bilingualism: Language and Cognition 1, no. 3 (1998): 193–211. http://dx.doi.org/10.1017/s1366728998000352.

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A word association experiment examined conceptual representation in bilingual memory. Dutch-English bilinguals associated twice to nouns and verbs that varied on concreteness and cognate status, once in the language of the stimuli (within-language), and once in the other language (between-language). Within- and between-language associations for concrete words and for cognates were more often translations of one another than those for abstract words and noncognates, and nouns evoked more translations than verbs. In both within- and between-language association, retrieving an associate was easie

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Franceschi, Daniele. "Latinate Loan-Cognate Word Pairs in English and Italian: Patterns of Meaning Variation and Change." International Journal of English Linguistics 14, no. 5 (2024): 23. http://dx.doi.org/10.5539/ijel.v14n5p23.

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The aim of this paper is to show the existence of regularities in word meaning variation and change between Latinate borrowings in present-day English and their cognates in Italian, such as gross/grosso, lecture/lettura and rumour/rumore. Starting from an original and shared meaning core, the semantics of these etymologically related words has evolved in different directions in the two languages, often producing what are commonly known as &lsquo;false friends&rsquo;. Despite their &lsquo;false-friendship&rsquo;, however, there appear to be some recurrent patterns in meaning evo

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TRONEA-GHIDEL, Liliana. "False friends in the romanian and english languages a comparative survey." ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE 2024, no. 1 (2024): 572–78. http://dx.doi.org/10.52744/aucsflsa.2024.01.59.

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False friends or false cognates, a linguistic phenomenon, are an important topic within the study of language, a living organism that is constantly changing and evolving. Even though the focus of analysis in this paper is the concept of false friends, it is very important to comprehend the difference between these and cognate words. False friends often confuse what people are trying to communicate, especially when context cannot help in resolving the confusion. Hence, to avoid possible misunderstandings that might arise, it is important for learners to know the most important false friends bet

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PUREZA, RITA, ANA PAULA SOARES, and MONTSERRAT COMESAÑA. "Cognate status, syllable position and word length on bilingual Tip-Of-the-Tongue states induction and resolution." Bilingualism: Language and Cognition 19, no. 3 (2015): 533–49. http://dx.doi.org/10.1017/s1366728915000206.

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This study explores the role of cognate status, syllable position, and word length in Tip-of-the-Tongue (TOT) states induction and resolution for European Portuguese (EP; L1) – English (L2) bilinguals (and EP monolinguals as control). TOTs were induced using a picture naming task in L1 and L2 followed by a lexical decision task. Here, the first or the last syllable of the target word (or none for control) was embedded in pseudowords (syllabic pseudohomophones) in order to test its effect in TOT resolution. Bilinguals presented more TOTs in L2 than in L1, especially for noncognate words. Longer

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Długosz, Kamil. "Lexikalischer Zugriff bei Mehrsprachigen: Eine Studie zur visuellen Verarbeitung von Kognaten im Polnischen als Erstsprache." Zeitschrift für Slawistik 66, no. 1 (2021): 45–60. http://dx.doi.org/10.1515/slaw-2021-0003.

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Summary Research into cross-linguistic influence in L3 acquisition and processing has recently shown remarkable growth. However, still little is known about reverse interactions, i. e. the effects of L2 and L3 on L1. This study investigates visual cognate processing in Polish to determine whether lexical access in the dominant L1 is susceptible to the influence of the non-dominant L2 and L3. A group of 13 Polish learners of German and English participated in a lexical decision task in which both double and triple cognates were examined in comparison to control non-cognates and non-words. In li

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Vivas, Jorge, Boris Kogan, Sofía Romanelli, Francisco Lizarralde, and Luis Corda. "A cross-linguistic comparison of Spanish and English semantic norms: Looking at core features." Applied Psycholinguistics 41, no. 2 (2020): 285–97. http://dx.doi.org/10.1017/s0142716419000523.

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AbstractIt has been suggested that human communities that share their basic cultural foundations evince no remarkable differences concerning the characterization of core concepts. However, the small but existing differences among them reflect their sociocultural diversity. This study compares 219 concrete concepts common to both Spanish and English semantic feature norms in order to assess whether core features of concepts follow a universal or cultural language-specific pattern. Concepts were compared through a geometric technique of vector comparison in the Euclidean n-dimensional space alon

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Shelton, Michael, David Counselman, and Nicolás Gutiérrez Palma. "Metalinguistic Intuitions and Dominant Language Transfer in Heritage Spanish Syllabification." Heritage Language Journal 14, no. 3 (2017): 288–307. http://dx.doi.org/10.46538/hlj.14.3.4.

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While heritage speakers of Spanish have been shown to differ from monolingual speakers along many morphosyntactic lines, comparatively few studies in heritage linguistics have focused on phonology. To test whether the knowledge of English phonotactics would influence Spanish-English heritage speaker syllabification patterns in Spanish, 29 heritage and 29 monolingual speakers of Spanish completed a paper-and-pencil syllabification task in which they divided 80 Spanish words into syllables. Stimuli were controlled for comparisons between Spanish and English phonotactic constraints. Specific atte

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Schelletter, Christina. "The effect of form similarity on bilingual children's lexical development." Bilingualism: Language and Cognition 5, no. 2 (2002): 93–107. http://dx.doi.org/10.1017/s1366728902000214.

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Previous studies of adult bilinguals have shown that cognates (translation equivalents similar in sound and spelling) are translated faster than non-cognates and different representations for the two categories in bilingual memory have been suggested (Kroll and Stewart 1994, van Hell and de Groot 1998). Assuming that bilingual children's representations are similar to those of adults, effects of form similarity between words should also be observed. This paper examines form-similar nouns in the early lexical development of a bilingual German/English child aged 1;11–2;9 as well as effects of fo

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DIJKSTRA, TON, JANET G. VAN HELL, and PASCAL BRENDERS. "Sentence context effects in bilingual word recognition: Cognate status, sentence language, and semantic constraint." Bilingualism: Language and Cognition 18, no. 4 (2014): 597–613. http://dx.doi.org/10.1017/s1366728914000388.

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In two lexical decision experiments, we investigated how sentence language affects the bilingual's recognition of target words from the same or a different language. Dutch–English bilinguals read Dutch (L1) or English (L2) sentences, presented word by word, followed by English (Experiment 1) or Dutch (Experiment 2) target words. Targets were Dutch–English cognates or non-cognates in isolation or preceded by sentences providing a high or a low semantic constraint. English cognates were facilitated irrespective of whether they were preceded by high or low constraining English sentences (no langu

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Shelton, Michael, David Counselman, and Nicolás Gutiérrez Palma. "Metalinguistic Intuitions and Dominant Language Transfer in Heritage Spanish Syllabification." Heritage Language Journal 14, no. 3 (2017): 288–306. http://dx.doi.org/10.46538/hlj14.3.4.

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While heritage speakers of Spanish have been shown to differ from monolingual speakers along many morphosyntactic lines, comparatively few studies in heritage linguistics have focused on phonology. To test whether the knowledge of English phonotactics would influence SpanishEnglish heritage speaker syllabification patterns in Spanish, 29 heritage and 29 monolingual speakers of Spanish completed a paper-and-pencil syllabification task in which they divided 80 Spanish words into syllables. Stimuli were controlled for comparisons between Spanish and English phonotactic constraints. Specific atten

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