Learning Orthographic Cognates and Non-Cognates in the Classroom: Does Awareness of Cross-Linguistic Similarity Matter?

Autor/inn/en	Otwinowska, Agnieszka; Forys-Nogala, Malgorzata; Kobosko, Weronika; Szewczyk, Jakub
Titel	Learning Orthographic Cognates and Non-Cognates in the Classroom: Does Awareness of Cross-Linguistic Similarity Matter?
Quelle	In: Language Learning, 70 (2020) 3, S.685-731 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Otwinowska, Agnieszka) ORCID (Forys-Nogala, Malgorzata) ORCID (Szewczyk, Jakub)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12390
Schlagwörter	Second Language Learning; Contrastive Linguistics; Metalinguistics; Longitudinal Studies; English (Second Language); Polish; Native Language; Second Language Instruction; Textbooks; Workshops; Teaching Methods; Learning Processes; Vocabulary Development + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Linguistics; Kontrastive Linguistik; Metalanguage; Metasprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Polnisch; Fremdsprachenunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Wortschatzarbeit
Abstract	Some second language (L2) acquisition researchers have suggested that learners should be made aware of cross-linguistic similarity for them to benefit from cognateness. To test this assumption, we ran two longitudinal classroom quasi-experiments with Polish learners of English. We chose 30 Polish-English cognates, 30 false cognates, and 30 non-cognates matched on L2 frequency and concreteness and embedded them in exercises typical of English language teaching textbooks. Participants learned the words with their teachers in their classes at school. We manipulated the experimental group's awareness of orthographic cross-linguistic similarity in awareness-raising workshops. The results revealed that the participants had a higher chance of knowing cognates than other word types before the study. However, they acquired cognates embedded in exercises at the same rate as other word types. Also, the awareness-raising manipulation, regardless of its intensity, had no additional effect on their acquisition of cognates and false cognates, indicating that awareness of cognateness did not boost learning cognates. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01