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| Autor/in | Treville, Marie-Claude |
|---|---|
| Institution | International Center for Research on Language Planning, Quebec (Quebec). |
| Titel | Role des congeneres interlinguaux dans le developpement du vocabulaire receptif: Application au francais langue seconde (The Role of Interlingual Cognates in the Development of Receptive Vocabulary: Application to French as a Second Language). |
| Quelle | (1993), (240 Seiten)
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| Sprache | französisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 2-89219-232-3 |
| Schlagwörter | College Students; Comparative Analysis; English; Foreign Countries; French; Higher Education; Interlanguage; Language Research; Language Variation; Linguistic Theory; Second Language Instruction; Second Languages; Transfer of Training; Vocabulary Development |
| Abstract | This study investigated the effects of systematic use of similarities between the native and second languages on the lexical competence of second language learners. Subjects were 209 first- and second-year English-speaking university students in French language classes. The students were pre- and post-tested for their visual recognition of cognates and grammatical inflections out of context, transfer and application of lexical rules across languages, identification of grammatical categories out of context and in limited contexts, derivation of French words, text comprehension, and appropriate use of given cognates. Six first-year and six second-year experimental groups and a like number of control groups were formed. Experimental groups were exposed to systematic instruction in cognates in the course of regular instruction; control groups were not. Analysis of the results suggest that such systematic, guided study of interlingual cognates improved receptive vocabulary in all areas tested. The study and its results are reported in detail. Appended materials include a 238-item bibliography, the seven-lesson cognate curriculum used with the experimental group, French lexical reference lists and tables, and the pre- and post-test. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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