The automatic cognate form assumption: Evidence for the parasitic model of vocabulary development

Hall, Christopher

doi:10.1515/iral.2002.008

Cited by 94 publications

(79 citation statements)

References 20 publications

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“…Learners were reminded of the real English words on which the pseudowords were based and formed a connection between both words. This again demonstrates how, as Hall (2002) posits in the Parasitic Word Learning Hypothesis, L2 learners search for similarities between unknown vocabulary and vocabulary which is already part of their mental lexicon. Longer words elicited significantly more form-meaning associations, because longer words offer the learners more elements to exploit and may contain a larger number of salient features.…”

Section: Discussionmentioning

confidence: 59%

“…Larsen-Freeman and Long (1991) and Bowden, Sanz and Stafford (2005) regard prior experience as an individual learner variable which clearly influences the learner's L2 learning process. It appears that during L2 vocabulary acquisition in general, learners -either consciously or unconsciously -exploit the linguistic knowledge they have already acquired from their L1 or L2, as posited by Hall's (2002) Parasitic Word Learning Hypothesis. The Parasitic Word Learning Hypothesis contends that when learners see a new L2 word, they will unconsciously try to capitalize on known L1 or L2 vocabulary; known words which display a certain amount of phonological or orthographic overlap with the new word will automatically be summoned up during processing.…”

Section: Literature Reviewmentioning

confidence: 99%

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Metalinguistic awareness in L2 vocabulary acquisition: which factors influence learners’ motivations of form-meaning connections?

2017

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Research has shown that prompting learners to elaborate on the appropriateness of form-meaning links can be an efficient vocabulary learning exercise (Deconinck, Boers & Eyckmans, 2017). In this paper we wish to shed more light on the mental processes that occur during this specific elaborative task by investigating the influence of individual learner variables pertaining to prior linguistic knowledge and a number of word-specific features. To this end fifty Dutch-speaking EFL learners rated the congruency they perceived between the form and meaning of 24 English words on a 6-point Likert scale. The motivation of their scores was elicited by means of a think-aloud protocol, the transcriptions of which were analysed with regard to the type of elaborations made. Vocabulary size tests and a language background questionnaire provided us with additional information about the learners. We identified five types of elaborations: cross-lexical associations, sound-symbolic associations, word-form comparisons, morphological associations, and idiosyncratic associations. The data also reveal that the individual learner variables and word-specific features examined in the present study have an influence on the number of elaborations made by the learners. Saussure (1959) claimed, the relationship between form and meaning in language is not entirely arbitrary. In this light, they strive to find motivation in language, which entails that a retrospective explanation can be found as to why a certain word has a particular meaning for example (Radden & Panther, 2004). From a vocabulary learning perspective, once an L2 learner finds a word to be linguistically motivated, it should be easier for said learner to remember this word. This is explained by the fact that considering the connection between a particular word form and its meaning creates a memory trace which facilitates recall of this word (Deconinck, Boers, & Eyckmans, 2010, 2017. The notion of linguistic motivation thus provides learners with an opportunity to develop a new strategy of thinking about why word form and word meaning fit, and consequently employ this technique as a mnemonic method for remembering new L2 words generally (Beréndi, Csábi, & Kövecses, 2008;Boers & Lindstromberg, 2008a;Deconinck et al., 2017).The present paper investigates a form-meaning-fit motivation task, which is a task that encourages L2 learners to consider 'the form-meaning fit' of a new word, i.e. to consider how well the form of the word matches its meaning (Deconinck et al., 2010;Deconinck, Boers, & Eyckmans, 2014;Deconinck et al., 2017). This type of activity stimulates learners to produce associations, or rather elaborations between form and meaning. Deconinck et al. (2014) demonstrated that learners made four different types of form-meaning associations during the form-meaning-fit motivation task. We aim to determine whether the same associations can be discerned when employing the same method, but working with a different set of words and a different group of L2 learners. Analysis ...

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Section: Discussionmentioning

confidence: 59%

Section: Literature Reviewmentioning

confidence: 99%

Metalinguistic awareness in L2 vocabulary acquisition: which factors influence learners’ motivations of form-meaning connections?

2017

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“…That is to say, in this test, the participants had to translate the TWs into their L1, covering all essential semantic components of each TW. However, this process could be deterred by the fact that the initial form-meaning linkage of an L2 word is usually mediated by an L1 translation in which the L2 form is attached to an already existing L1 meaning (Barcroft, 2002;Hall, 2002;Hamada, 2009;Larrañaga, Treffers-Daller, Tidball, & Ortega, 2012). Since in the case of CL words, these L1 meanings lack (or excessively are loaded with) some (essential) semantic components of the TWs, the participants are probably less successful in providing appropriate L1 words, the ones covering all necessary semantic features of the TWs until these learners are either explicitly instructed or incidentally acquired.…”

Section: Discussionmentioning

confidence: 99%

A comparative investigation into effects of L1 lexicalization and cultural loadedness on incidental vocabulary acquisition and retention

Heidari‐Shahreza¹,

Moinzadeh²,

Barati³

2014

IJRSLL

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Of primary importance to this study was to compare the incidental acquisition and retention of non-lexicalized (NL) and culturally-loaded (CL) words by 90 Persian-speaking EFL learners. An NL word was defined as an English word which despite bearing the same meaning(s)could not be translated with one single word in the learners' L1 (i.e. Persian). CL words also referred to the lexical items which despite the same primary meaning(s) in both languages (i.e.Persian and English), bore significantly-different cultural connotations. The findings revealed that both NL and CL words were significantly different in the semantic aspects of vocabulary knowledge such as meaning and associations. Nevertheless, NL words were more sensitive to the number of repetition. It seems both groups of words may cause extra difficulty for EFL learners. Thus, the researchers recommend that language teachers have a special focus on such troublesome words through an intensive, systematic recycling program.

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“…Cognates can share phonological and/or orthographic form, and are normally interconnected meaningfully though they are not continuously translation equals (Comesaña, Fraga, Moreira, Frade, & Soares, 2014;Hall, 2002 ). Rodriguez (2001) cites various types of cognates which include words that are phonologically akin and orthographically identical (dental-dental); phonologically similar but orthographically different (velocity-velocidad), and false friends in which words are phonologically and orthographically similar but not related in meaning, such as, tan (in Persian and English).…”

Section: Literature Reviewmentioning

confidence: 99%

The Use of Cognate Words and Interlingual Homographs to Investigate the Cross-Linguistics in Second Language Processing in Iran

Gholami¹,

Alavinia²,

Izadpanah³

2015

SUET

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Various investigations have shown that the native language impacts foreign word recognition and this influence is adapted by the dexterity in the nonnative language. Cognates, words which area like beyond two or additional languages in some fields signify an attention-grabbing, illuminating, and crucial facet of foreign or second language learning and research. Forty-five (males and females) participants have been randomly chosen and participated in the experiment in Islamic Azad University, Zanjan, Iran, in 2014-2015 school year. The participants' age was between from 18 to 28, with a mean age of 21.5 years. The materials were divided into two groups which include 30 true cognates and 30 false cognates words from 300 words by doing CVR (content validity ratio) and CVI (content validity index) (Lawshe's table with index of 88% and 82% respectively) for being reliable and valid.These words have been taught to them, after a week, a test has been prepared about those words. According to the results of T-test for comparing the average marks of learning in every two groups can be said that there is a meaningful difference between the scores. The results show that the students learned true cognate words better than the false cognate words. The results of this investigation conjointly make sure the expectations that cognate-based instruction can absolutely impact in second language acquisition.

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The automatic cognate form assumption: Evidence for the parasitic model of vocabulary development

Cited by 94 publications

References 20 publications

Metalinguistic awareness in L2 vocabulary acquisition: which factors influence learners’ motivations of form-meaning connections?

Metalinguistic awareness in L2 vocabulary acquisition: which factors influence learners’ motivations of form-meaning connections?

A comparative investigation into effects of L1 lexicalization and cultural loadedness on incidental vocabulary acquisition and retention

The Use of Cognate Words and Interlingual Homographs to Investigate the Cross-Linguistics in Second Language Processing in Iran

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