The Impact of Bilinguality on the Learning of English Vocabulary as a Foreign Language (L3)

Keshavarz, Mohammad Hossein; Astaneh, Hamideh

doi:10.1080/13670050408667814

Cited by 78 publications

(96 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Keshavarz and Astaneh (2004) pointed that learners unconsciously did not really admit cognate words as equivalent to their own language words even though these words can be a perfect resource for supposing the meaning and keeping in mind new words. Pahlavannezhad and Zadehtavakoli (2013) stated the fact that the only one element which was used in conveying meaning was the actual similarities or dissimilarities of the appearance or form of the words and its meaning.…”

Section: Elements In Recognizing Cognatesmentioning

confidence: 99%

“…So by assuming that the listener/reader is not aware of cross-linguistic similarities, speaker's understanding of language or text from foreign countries should be a problem. Because of the numerous similarities that Persian shares especially on the lexical level, it may cause positive transfer from the native language to the language that is supposed to be learned (Keshavarz & Astaneh, 2004;Talebinejad & Sarmazeh, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

See 1 more Smart Citation

The Study of the Effect of Educational Level of Students and English Language Teachers’ Awareness on True and False Cognates in Iran

Gholami¹,

Alavinia²,

Izadpanah³

2015

SUET

View full text Add to dashboard Cite

The ability to speak two languages in the non-English-speaking countries is a remarkable achievement. There is a good reason to believe that bilingualism is the norm for the majority of people in the world, because 70% of the earth's population are supposed to be bilingual or multilingual. Our purpose of the study was to determine the participants' awareness of using true and false cognate words of L1 (the first language) & L2 (the second language) in learning English. Three hundred and eighty-five selected people from 3,789 statistical population participated in 2014-2015 at three levels of A.D., B.A., and M.A. of Islamic Azad University as well as teachers of English in English educational institutions in Zanjan (Iran). Each educational level was considered as one category with the total sample calculated by using Kokran Formula, and the amount of each category was determined by using appropriate proportion and randomized categorical sampling method. The participants' age was between from 18 to 52, with a mean age of 29 years. The materials were 45 words of true and false cognate's words from 500 words by doing CVR (content validity ratio) and CVI (content validity index) (Lawshe's table with the index of 88% and 82% respectively) for being reliable and valid. ANOVA (Analysis of variance) was used for studying the effect of educational level on the rate of awareness. In other words, the awareness level has been compared in different educational levels. The results of Dankan test show that: There is no significant difference between the awareness of A.D., B.A., and M.A. levels, but there is a significant difference between the level of awareness of teachers group and the other groups (in true cognate words) and for false cognate words, there is no significant difference between the level of awareness of the four groups in this regard.

show abstract

Section: Elements In Recognizing Cognatesmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

The Study of the Effect of Educational Level of Students and English Language Teachers’ Awareness on True and False Cognates in Iran

Gholami¹,

Alavinia²,

Izadpanah³

2015

SUET

View full text Add to dashboard Cite

show abstract

“…In a detailed way, cognate recognition has been demonstrated to occur in learners with metalinguistic awareness and higher levels of reading proficiency. Keshavarz and Astaneh (2004); Gholami, Alavinia, and Izadpanah (2015b) pointed that learners unconsciously do not really admit cognate words as equivalent to their own language words even though these words can be a perfect resource for supposing the meaning and keeping in mind new words. Pahlavan Nezhad and Zadeh Tavakoli (2013) stated the fact that the only one element which is used in conveying meaning is the actual similarities or dissimilarities of the appearance or form of the words and its meaning.…”

Section: Journal Of Language Teaching and Research 989mentioning

confidence: 99%

“…Recognition of cognate has been demonstrated to occur in learners with higher levels of reading proficiency and metalinguistic awareness. Keshavarz and Astaneh (2004) pointed that learners unconsciously do not really admit cognate words as equivalent to their own language words even though these words can be a perfect resource for supposing the meaning and keeping in mind new words.…”

Section: Introductionmentioning

confidence: 99%

The Study of Learners’ Educational Level and Their Knowledge of True Cognate Words in Iran

Izadpanah

Hatemi

Asadi

2016

JLTR

View full text Add to dashboard Cite

Abstract-Our purpose of the study was to determine the learners' educational level and their knowledge of true cognate words. 385 had been selected from 3,789 statistical population participated in 2014-2015 at three levels of associate, bachelor, and master of Islamic Azad University as well as teachers of English in English educational institutions in Zanjan (Iran). The participants' age was between from 18 to 52. The materials were 45 words of true cognate words from 500 words by doing CVR (content validity ratio) and CVI (content validity index) (Lawshe's table with the index of 88% and 82% respectively). ANOVA (Analysis of variance) was used for studying the effect of educational level on the rate of awareness. The results showed there is no significant difference between the awareness of Associate diploma (A.D.), Bachelor of art (B.A.), and Master of art (M.A.) levels, but there is a significant difference between the level of awareness of teachers group and the other groups in true cognate words. Our result showed that all of them were weak in recognizing true cognate words. It also suggested the mean of true cognates recognized by the students based on educational level had increased trend.

show abstract

“…Iran sets a real example of those countries in which many English learners are members of linguistic minorities like Arab, Turk, and Kurd. In Iran, a multicultural and multilingual society, TLA has still been subsumed under research on SLA except for a few studies such as Keshavarz and Astaneh (2004); Modirkhamene (2008);Farhadian et al (2010); Kassaian and Esmae'li (2011);Saeidi and Mazoochi (2013) and Khany and Bazyar (2014) to name a few.…”

Section: Introductionmentioning

confidence: 99%

Second Language Grammatical Proficiency and Third Language Acquisition

Moghtadi

Koosha

Lotfi

2014

IES

View full text Add to dashboard Cite

The main concern of the present study was to investigate the probable correlation between the bilinguals' second language grammatical proficiency level and their third language grammatical proficiency level. The current study was implemented on selecting a total of 100 Iranian female high school students studying at second grade from two educational districts of Tabriz (an Azeri-speaking city in Iran). The participants were homogeneous in terms of their English proficiency level (achieved through the Oxford Solutions Placement Test), sex, and age. They attended public high schools; they were taught the same material and they had the same number of hours of instruction. Two grammatical proficiency tests (Persian and English), a background questionnaire were administered to the participants. Statistical analyses including descriptive statistics and a Spearman's Rho Correlation revealed a significant correlation between the bilinguals' second language grammatical proficiency level and their third language grammatical proficiency level. Finally, the implications of the results as they relate to educational programs were discussed.

show abstract

The Impact of Bilinguality on the Learning of English Vocabulary as a Foreign Language (L3)

Cited by 78 publications

References 32 publications

The Study of the Effect of Educational Level of Students and English Language Teachers’ Awareness on True and False Cognates in Iran

The Study of the Effect of Educational Level of Students and English Language Teachers’ Awareness on True and False Cognates in Iran

The Study of Learners’ Educational Level and Their Knowledge of True Cognate Words in Iran

Second Language Grammatical Proficiency and Third Language Acquisition

Contact Info

Product

Resources

About