All Cognates are not Created Equal: Variation in Cognate Recognition and Applications for Second Language Acquisition

• Autores: Silvia Aguinaga Echeverría
• Localización: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Vol. 16, Nº. 1, 2017, págs. 23-42
• Idioma: inglés
• Títulos paralelos:
  • No todos los cognados fueron creados iguales: variación en el reconocimiento de cognados y su aplicación en la adquisición de segundas lenguas
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Las similitudes entre cognados en una primera y segunda lengua sugieren que son un vocabulario fácil de aprender. Sin embargo, los estudios que se centran en la enseñanza de cognados son pocos y sus resultados, contradictorios. Asimismo, la definición de «similitud» que se aplica a dichas palabras es difícil de precisar. Este artículo presenta un experimento con 39 estudiantes de ELE anglófonos y está centrado en la variación del reconocimiento de cognados. El análisis de los componentes principales (PCA) muestra una variación significativa en los resultados. Este estudio demuestra que los estudiantes no reconocen ni  procesan todos los cognados de la misma manera. Las implicaciones pedagógicas de estos hallazgos sugieren que los profesores no deben asumir que los estudiantes reconocerán todo tipo de cognados y, por tanto, es importante incluir más actividades que enseñen cómo reconocerlos y los contextos apropiados en los que se pueden usar.

  • English

    The similarities between cognates in first and second language suggest that these words would be easier to learn. However, this is not always the case; studies focusing on teaching cognates are few in number and have yielded contradictory results. Furthermore, the definition of ‘similarity’ with regard to cognates remains difficult to adequately define. An experiment with 39 native-English speakers was carried out with close attention to variation in cognate recognition. A Principal Component Analysis (PCA) found significant variance in the data. This study demonstrates that not all cognates are recognized and processed in the same way by language learners. The pedagogical implications of these findings suggest that teachers should not assume that students will recognize all types of cognates. Therefore, it is important to include more activities that teach cognate recognition and the proper contexts in which they can be adapted

• Referencias bibliográficas
  • Bear, D., Invernizzi, M., Templeton, S. & Johnston, F. (2007). Words their Way. Upper Saddle River, NJ: Pearson.
  • Costa, A., Caramazza, A. & Sebastian-Galles, N. (2000). The cognate facilitation effect: Implications for model of lexical access. Journal...
  • Cunningham, T. H. & Graham, C.R. (2000). Increasing native English vocabulary recognition through Spanish immersion: Cognate transfer...
  • Davies, M. (2008-). The Corpus of Contemporary American English: 450 million words, 1990-present. Retrieved from http://corpus.byu.edu/coca/.
  • De Bot, K. (2004). The multilingual lexicon: Modeling selection and control. International Journal of Multilingualism, 1(1), 17-32.
  • Dijkstra, T., Grainger, J. & Van Heuven, W. J. B. (1999). Recognition of cognates and interlingual homographs: The neglected role of phonology....
  • Dijkstra, T., Miwa, K., Brummelhuis, B., Sappelli, M. & Baayen, H. (2010). How cross-language similarity and task demands affect cognate...
  • Dijkstra, T. & Van Heuven, W. J. B. (2002). The architecture of the bilingual word recognition system from identification to decision....
  • Ellis, N. C. & Beaton, A. (1993). Psycholinguistic determinants of foreign language vocabulary learning. Language Learning, 43, 559-617.
  • Fitzpatrick, T. & Barfield, A. (2009). Lexical Processing in Second Language Learners: Papers and Perspectives in Honour of Paul Meara....
  • Frantzen, D. & Magnan, S. S. (2005). Anxiety and the true beginner-false beginner dynamic in beginning French and Spanish classes. Foreign...
  • Friel, B. M. & Kennison, S. M. (2001). Identifying German – English cognates, false cognates, and non-cognates: Methodological issues...
  • Gass, S. (1990). Second language vocabulary acquisition. Annual Review of Applied Linguistics, 9, 92-106.
  • Hall, C. J. (2002). The automatic cognate form assumption: Evidence for the parasitic model of vocabulary development. International Review...
  • Hall, C. J., Newbrand, D., Ecke, P., Sperr, U., Marchand, V. & Hayes, L. (2009). Learners’ implicit assumptions about syntactic frames...
  • Harley, B., Hart, D. & Lapkin, S. (1986). The effects of early bilingual schooling on first language skills. Applied Psycholinguistics,...
  • Holmes, J. & Guerra Ramos, R. (1993). False friends and reckless guessers: Observing cognate recognition strategies. In T. Huckin, M....
  • Hoshino, N. & Kroll J. (2007). Cognates effect in picture naming: Does cross-language activation survive a change of a script? Cognition,...
  • Jiménez R.T., García, G.E. & Pearson, P.D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers:...
  • Kroll, J. F. & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between...
  • Lightbown, P. L. & Libben, G. (1984). The recognition and use of cognates by L2 learners. In R. Alderson (Ed.), A Crosslinguistic Perspective...
  • Lobo, F. (1966). A 10,000 Spanish Word Vocabulary Expanded from 3,000 English Cognates. PhD dissertation, Georgetown University, Washington...
  • Lubliner, S. & Hiebert, E. H. (2011). An analysis of English–Spanish cognates as a source of general academic language. Bilingual Research...
  • Meara, P. (1993). The bilingual lexicon and the teaching of vocabulary. In R. Schreuder & B. Weltens (Eds.), The Bilingual Lexicon (pp....
  • Montelongo, J., Hernández, A. C., Esquivel, J., Serrano-Wall, F. & Goenaga de Zuazu, A. (2017). Teaching English-Spanish cognate-recognition...
  • Montelongo, J., Hernández, A. C. & Herter, R. J. (2009). Transparency ratings for Spanish cognate words. Library Scholarship. Retrieved...
  • Nassi, R. (1973). Primer libro. Amsco School Publications.
  • Nation, P. (2001). Learning Vocabulary in another Language. Cambridge: Cambridge University Press.
  • Nation, P. & Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An Introduction to Applied Linguistics (pp. 35–54). London: Arnold.
  • Otwinowska, A. (2009). Raising awareness of cognate vocabulary as a strategy in teaching English to Polish adults. Innovation in Language...
  • Otwinowska, A. (2015). Cognate Vocabulary in Language Acquisition and Use: Attitudes, Awareness, Activation. Bristol: Multilingual Matters.
  • Otwinowska, A. & Szewczyk, J. (2017). The more similar the better? Factors in learning cognates, false cognates and non-cognates words....
  • Paribakht, T. S. & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition....
  • Rodriguez, T. A. (2010). Teaching cognates in isolation and context: A practical note on Montelongo et al. Psychological Reports, 107(2),...
  • Salaberry, R. & Amstrong Lafford, B. (2006). The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis. Washington,...
  • Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
  • Sherkina-Lieber, M. (2004). The cognate facilitation effect in bilingual speech processing: The case of Russian-English bilingualism. Cahiers...
  • Shrum, J. & Glisan, E. (2010). Teacher's Handbook: Contextualized Language Instruction (4th ed.). Boston: Heinle, Cengage Learning.
  • Tonzar, C., Lotto L. & Job, R. (2009). L2 vocabulary acquisition in children: Effects of learning method and cognate status. Language...
  • Tréville, M.C. (1996). Lexical learning and reading in L2 at the beginner level: The advantage of cognates. The Canadian Modern Language Review,...
  • Wenden, A. L. & Rubin, J. (Eds.). (1987). Learner Strategies in Language Learning. Cambridge: Prentice-Hall International.
  • Zimmerman, C. B. (1994). Self-selected Reading and Interactive Vocabulary Instruction: Knowledge and Perceptions of Word Learning among L2...