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

Abstract

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.

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

“…Daulton's extensive work on English-based loanword cognates in Japanese has shown the considerable potential of using cognates in EFL teaching even though the two languages may not be historically connected (Daulton, 2008(Daulton, , 2010. Gholami et al (2015) suggested that the instruction of the structural similarities between the L1 and L2 lexicon facilitates L2 vocabulary acquisition for Iranian English learners. Baird et al's (2016) study on young bilinguals noted that emergent bilingual children had the advantage in using shared phonology of words and were able to recognize and produce cognates without extensive knowledge of orthography of the words.…”