The More Similar the Better? Factors in Learning Cognates, False Cognates and Non-Cognate Words

Autor/inn/en	Otwinowska, Agnieszka; Szewczyk, Jakub M.
Titel	The More Similar the Better? Factors in Learning Cognates, False Cognates and Non-Cognate Words
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 8, S.974-991 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Otwinowska, Agnieszka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1325834
Schlagwörter	Bilingualism; Native Language; Second Language Learning; Language Acquisition; Polish; English (Second Language); Knowledge Level; Word Frequency; Contrastive Linguistics; Translation; Vocabulary Development; Language Processing; Language Proficiency; College Students; Foreign Countries; Word Lists; Language Tests; Guessing (Tests); Predictor Variables; Poland + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Polnisch; English as second language; English; Second Language; Englisch als Zweitsprache; Wissensbasis; Word analysis; Frequency; Wortanalyse; Häufigkeit; Linguistics; Kontrastive Linguistik; Wortschatzarbeit; Sprachverarbeitung; Language skill; Language skills; Sprachkompetenz; Collegestudent; Ausland; Wortliste; Language test; Sprachtest; Erraten; Prädiktor; Polen
Abstract	In this study we explored factors that determine the knowledge of L2 words with orthographic neighbours in L1 (cognates and false cognates). We asked 150 Polish learners of English to translate 105 English non-cognate words, cognates, and false-cognates into Polish, and to assess the confidence of each translation. Confidence ratings allows us to employ a novel analytic procedure which disentangles knowing cognates and false cognates from strategic guessing. Mixed-effects logistic regression models revealed that cognates were known better, whereas false cognates were known worse, relative to non-cognate controls. The advantage of knowing cognates, but not false cognates, was modulated by the degree of similarity to their L1 equivalents. The knowledge of cognates and false cognates was not affected by the frequency of their formal equivalent in L1. Based on these findings we conclude how cross-linguistic formal similarity affects L2 word learnability, proposing a mechanism by which cognates and false cognates are acquired. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01