The Teaching of Cognates

Anthony, Edward M.

doi:10.1111/j.1467-1770.1952.tb01188.x

Cited by 5 publications

(2 citation statements)

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“…Hence, the employment of the TELCWL in Turkish EFL teaching and learning practice is expected to be beneficial for lowering learners' anxiety and promoting motivation and effectiveness in learning English Cognates, loanwords, and loanword cognates Based on Daulton's (2008) broader synchronic viewpoint of cognates, cognates can be understood as two words in different languages that share a similar or same form and meaning regardless of etymology. This is different from the strict diachronic view, which emphasizes the common ancestor of the two languages when defining a cognate (Anthony, 1952). Applying the broader synchronic viewpoint in the current study presents the emphasis on pedagogical purposes that put learners' rather than linguists' study of cognates into focus.…”

Section: Introductionmentioning

confidence: 71%

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

Yu¹

2021

FELT

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This lexical study aims to establish a frequency-based Turkish-English Loanword Cognates Word List (TELCWL) to assist Turkish English learners' improvement in English language learning and the corresponding pedagogical practice. A final list of 582 Turkish-English loan-based cognate word pairs was derived from the New General Service List (NGSL) and the Frequency Dictionary of Turkish (FDT). For pedagogical purposes, the TELCWL was divided into five sublists with different features of the cognates in spelling and pronunciation. The coverages of the TELCWL were particularly high in discipline and field-specific corpora on average compared to general service written (5%) and spoken corpora (3.5%), accounting for more than 7%. This result suggests that the TELCWL may be more beneficial for enhancing learners' reading and writing ability; in addition, not only general Turkish English learners but also learners who need to improve their English language proficiency in specific disciplines can benefit from the TELCWL. Further pedagogical implications are made for English instructors regarding the employment of the TELCWL in English classrooms in Turkey.

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Section: Introductionmentioning

confidence: 71%

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

Yu¹

2021

FELT

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“…Granger and Swallow (1988) liken the problems associated with student learning of false cognates to =a veritable mine field" and a "tangled web" (108). Most foreign language teachers and textbook authors would agree that teaching students how to recognize cognates is important for enhancing reading and listening comprehension (Anthony 1953, Moss 1992. Nonetheless, the practice of overemphasizing cognate-ness can be somewhat misleading because "practically no words of one language, except highly technical words, ever cover the same areas o f meaning and use as those of another language" (Fries 1945, 39); This assertion applies to all types of vocabulaty-cognates, false cognates, and noncog nates (Sharwood Smith, 1978).…”

Section: Foreign Language a " U 4 U M R 1998mentioning

confidence: 99%

Intrinsic and Extrinsic Factors that Contribute To the Difficulty of Learning False Cognates¹

Frantzen

1998

Foreign Language Annals

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The difficulty posed by false cognates stems largely from two sources: intrinsic factors (inherently confusing characteristics of false cognates themselves) and extrinsic factors (ambiguous, contradictory, and sometimes incorrect input). This article identifies and discusses ten factors that contribute to the difficulties that language learners may have in dealing with false cognates and provides suggestions for minimizing the confusion. The terms “reliably false cognates” and “unreliably false cognates” are proposed to differentiate the false cognates that never have overlapping meanings from those that have both false and true cognate meanings.

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Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association

1998

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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 easier to concrete than to abstract words, to cognates than to noncognates, and to nouns than to verbs. These findings suggest that conceptual representation in bilingual memory depends on word-type and grammatical class: concrete translations, cognates, and noun translations more often share, or share larger parts of, a conceptual representation than abstract translations, noncognates, and verb translations. The results are discussed within the framework of distributed memory representation.

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The Teaching of Cognates

Cited by 5 publications

References 0 publications

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

Intrinsic and Extrinsic Factors that Contribute To the Difficulty of Learning False Cognates¹

Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association

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The Teaching of Cognates

Cited by 5 publications

References 0 publications

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

Intrinsic and Extrinsic Factors that Contribute To the Difficulty of Learning False Cognates1

Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association

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Intrinsic and Extrinsic Factors that Contribute To the Difficulty of Learning False Cognates¹