Teaching German Vocabulary: The Use of English Cognates and Common Loan Words

Banta, Frank G.

doi:10.2307/325590

Cited by 6 publications

(9 citation statements)

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“…Some learners find it difficult to take advantage of cognates, even if they are obvious; teachers prefer to draw learners' attention to 'false friends' rather than cognates, resulting in an 'innate suspicion of cognates on the part of the learner' (Otwinowska, 2016, p. 91). Studies repeatedly show that learners either ignore cognates, or do not notice them in the first place, including those conducted by Banta (1981), Dressler et al (2011), Kellerman (1983), Lightbown and Libben (1984), Nagy et al (1993), Odlin (1989), Otwinowska-Kasztelanic (2009, 2011a, Schmitt (1997), Singleton (2006) and Swan (1997). Odlin concludes that 'more and more research on contrastive lexical semantics shows that recognition of cognates is often a problem.…”

Section: Literature Reviewmentioning

confidence: 98%

Bilingualism in the Classroom: Using Latin as an Aid to the Learning of Modern Italian

Wall¹

2018

J. of Class. Teach.

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This research explores the utility of Latin as an aid to the acquisition of modern Italian. Latin is the root of the Romance languages, and consequently many words in Italian derive directly from Latin or are cognate with Latin words. Lexical connections between the languages could therefore prove useful for students learning Italian. The motivations for researching this particular area stem from the current trend of valuing subject areas in terms of their ‘utility’ to learners. Through this research I hope to show that Latin should be valued not only intrinsically, but also that it has extrinsic value as an aid to learning modern languages.

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Section: Literature Reviewmentioning

confidence: 98%

Bilingualism in the Classroom: Using Latin as an Aid to the Learning of Modern Italian

Wall¹

2018

J. of Class. Teach.

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“…Likewise, Tonzar et al (2009) concluded that the acquisition of cognates is less demanding compared to noncognate ones. In another study, Banta (1981) suggested some implications for the use of English cognates and loan words while teaching German vocabulary. He proposed five ways of organising learning material where cognate words would be included, and stressed that learners have to be encouraged towards intelligent guessing.…”

Section: Educational Studiesmentioning

confidence: 99%

“…Banta 1981;Johnston 1941;Scatori 1932;Talamas et al 1999;Zamarin 1965;Malabonga et al 2008;Hall et al 2009;de Groot and Keijzer 2000;Lotto and de Groot 1998;Beltrán 2004Beltrán -2005Frunza and Inkpen 2007), bilingual "machine" translation (e.g. Inkpen et al 2005;Mitkov et al 2007;Chamizo Domínguez and Nerlich 2002;Ruiz et al 2008;Nakov et al 2007;Lalor and Kirsner 2000), and cognition and bilingualism (e.g.…”

Section: Uzun and Um Salihoglu 558mentioning

confidence: 99%

English-Turkish Cognates and False Cognates: Compiling a Corpus and Testing How They are Translated by Computer Programs

Uzun

Salihoğlu

2009

Poznań Studies in Contemporary Linguistics

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Cognate status is one of the most complicated issues for those who deal with or are interested in linguistics. In the present study, we have provided a general overview related to this specific matter, and compiled a list of English-Turkish cognates and false cognates. According to the derived list, we determined that 2411 of English words, examined from among approximately 80,000 words, are either cognates or false cognates in Turkish. After determining the number of cognate and false cognate words, we tested and evaluated the correctness of the translations of three software programs and five websites that provide translation services using some of the cognates and false cognates from the derived list. Results suggest that cognate words are translated correctly in most sentences at lexical level, while false cognates and especially partial false cognates are mostly translated wrongly. Nevertheless, at sentential level, it is revealed that almost all sentences translated by computer are unsatisfactory, and need human correction.

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“…Due to the slow speed of vocabulary growth in the L2 (Webb & Chang, 2012), the advantage of cognate word learning is widely utilized in L2 pedagogy. The use of cognates as a pedagogical tool to increase the speed of vocabulary growth has been promoted for both children (Proctor & Mo, 2009;Tonzar et al, 2009;Janssen et al, 2015) and adults (Rogers et al, 2015;Nation, 1990;Banta, 1981) and across a wide variety of language pairs, including Spanish-English (Proctor & Mo, 2009), English-German (Banta, 1981), and Turkish-Dutch (Janssen et al, 2015).…”

Section: Cognates In Pedagogymentioning

confidence: 99%

“…While learners may quickly recognize and use Spanish [ˈke.so] due to their previous knowledge of English [ˈkʰeɪ.səʊ], the advanced learner must eventually develop some knowledge regarding the Spanish term's specific phonetic form and meaning. 1 Given the importance of cognates as a pedagogical tool, it is crucial to understand how L2 learners process and recognize cognate forms (Banta, 1981;Montelongo, 2011;White & Horst, 2012). Additional research is needed to inform the pedagogical use of cognates, including studies on the varying semantic, syntactic, morphological, phonological and phonetic nature of cognate pairs and how these factors affect cognate processing.…”

Section: Chapter 1 Introductionmentioning

confidence: 99%

Sound correspondences in the English-Spanish bilingual lexicon

O'Neill¹

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While it has been recognized that L2 word learning is facilitated for cognates (De Groot & Keijzer 2000), approaches to cognate acquisition have focused on the similarity of L1-L2 forms, overlooking regular patterns in differences between items. For example, English phone [d ͡ ʒ] regularly corresponds to the Spanish phone [x]: agent [eɪd ͡ ʒɛnt]-agente [axente], voyage [vɔɪəd ͡ ʒ]-viaje [bjaxe]. The current studies test whether L1 English, L2 Spanish learners acquire and utilize regular cognate sound correspondences. Experiment 1 compared accuracy for cognate forms that include or do not include regular correspondences. Subjects learned the English names of 20 monsters. Afterward, they saw each monster's image and heard its name in English, then recalled and produced the monster's (cognate) name in Spanish. Results revealed higher accuracy for items containing regular cognate correspondences. Subjects with higher proficiency showed greater differences in accuracy between regular and irregular items. In Experiment 2, subjects heard a novel word in either English or Spanish and invented a plausible cognate in the other language. Their modifications to the word forms were analyzed. Analyses revealed that subjects' modifications were not random, but rather demonstrated convergence on dominant modification strategies. Higher proficiency correlated with greater convergence on dominant strategies. Together, these results demonstrate that L1 English, L2 Spanish learners have knowledge of regular cognate correspondences and can utilize correspondences to learn or invent new cognate forms. Furthermore, because this knowledge is acquired gradually by the L2 learner, cognate processing is not consistent across proficiency levels or between individual learners.

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Teaching German Vocabulary: The Use of English Cognates and Common Loan Words

Cited by 6 publications

References 0 publications

Bilingualism in the Classroom: Using Latin as an Aid to the Learning of Modern Italian

Bilingualism in the Classroom: Using Latin as an Aid to the Learning of Modern Italian

English-Turkish Cognates and False Cognates: Compiling a Corpus and Testing How They are Translated by Computer Programs

Sound correspondences in the English-Spanish bilingual lexicon

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