Falsos amigos fraseológicos Gutiérrez Pérez, Regina; Larreta Zulategui, Juan Pablo
Revista española de lingüística aplicada,
10/2023, Letnik:
36, Številka:
2
Journal Article
Recenzirano
Abstracta
En este estudio pretendemos establecer una serie de criterios para comparar falsos amigos fraseológicos y comprobar a continuación su validez mediante la recogida y análisis de un conjunto ...de datos empíricos obtenidos a partir de una prueba de traducción repartida a hablantes con dos combinaciones lingüísticas (inglés-español y español-alemán).
El análisis es un primer acercamiento práctico al fenómeno e intenta hallar indicios de si se da más allá de un par de lenguas concretas. Para ello, se establece, de acuerdo con su naturaleza, un tertium comparationis tanto para analizar la identidad o similitud entre locuciones idiomáticas del español, inglés y alemán en el plano formal como para analizar su simultánea falta de equivalencia en el plano del contenido.
Presentamos evidencia empírica de que las interferencias semánticas conocidas como falsos amigos tienen lugar en el campo del lenguaje figurado y, más concretamente, de las locuciones idiomáticas.
Translanguaging, i.e., the use of multiple languages to make and negotiate meaning, has been shown to be beneficial for language learning (see, e.g., García & Kleifgen, 2020). Although it is a fairly ...natural and spontaneous phenomenon in the lives of many multilingual speakers, its role is not well established in the language classroom, where the use of learners’ mother tongues (L1s) or some additional languages (L2s) besides the target language (TL) is often frowned upon (by school authorities, teachers, and even students themselves). For this reason, there have been calls to “explore what ‘teachable’ pedagogic resources are available in flexible, concurrent approaches to learning and teaching languages bilingually” (Creese & Blackledge, 2010, p. 113). One such possible resource is the corpus, an electronic database of naturally-occurring language that can be investigated by means of special tools and techniques to gain insights into the language(s) or language variety (varieties) represented in the corpus. What is particularly interesting about corpora from a pedagogical perspective is that they can be used by students to make their own discoveries about language, a pedagogical approach known as ‘data-driven learning’, or DDL for short (see Gilquin & Granger, 2022). In what follows, I review some of the corpora that could be useful in translanguaging pedagogy and briefly show how they could help language learners leverage their own multilingual repertoires.
The present paper focuses on a pedagogical perspective and underscores the importance of idioms and phrasal verbs in teaching military English. Therefore, it embraces an approach that helps ...consolidate learners’ language acquisition, with special emphasis on developing military vocabulary by means of thematic translation exercises. It is fundamental to note the positive correlation between developing fluency related to the usage of idioms and phrasal verbs and the students’ language proficiency. As a result, enhancing the mastery of such lexical items may be a prerequisite of military language acquisition. The approach aims to highlight the importance of accommodating translation studies in the field of military English in order to facilitate appropriate language progress and advocates the introduction of relevant, authentic materials to the teaching of military terminology. The paper highlights translation as an approach and it further identifies the main objectives of selecting translation as a beneficial method for military students. The next part outlines the three-level process of teaching methodology of presentation, practice and production. Finally, it provides a brief overview of the main features of translation and their difficulties and offers suggestions regarding thematic organisation and follow-up activities. The repertoire of activities ranges from lead-in tasks to familiarise the students with the particular style of military language and with the requirements to master the vocabulary through controlled practice and finally enables students to reach the level of free practice in meaningful contexts. These findings would seem to suggest that the several aims of the translation method may significantly contribute to the military students’ language progress. Translations involve the knowledge of functional language, followed by inferring meaning from the context, accompanied by correct usage of grammar structures and the achievement of stylistic effect.
The present study aims to carry out an analysis of English-Spanish false friends in order to establish the most prevailing type of false friends and to determine their degree of falseness and ...semantic resemblance. Qualitative and quantitative methods were used to conduct the research. The results of the analysis have shown that the most dominant part of speech among false friends in English and Spanish is the category of nouns. The vast majority of false friends share their origins in Latin. The most prevailing type of false friends is semantic total. The data gathered from the questionnaire display that the majority of language users are familiar with the phenomenon and can recognize and understand the meaning of the false friend word pairs.
We explored the acquisition of three types of second language (L2) words in a paired–associates learning task. Seventy–six Polish participants were presented with 24 nonwords paired with pictures; ...they completed 8 interleaving test blocks of form production and meaning recognition, both followed by feedback. The nonwords included “cognates” (nonwords resembling the Polish word for the object depicted in a given picture), “false cognates” (resembling a different Polish word than depicted), and “non–cognates” (nonwords different from Polish words). We measured the learning trajectories for all word types across the blocks. Cognates were fastest to learn in the recognition blocks as well as in the production blocks. Compared to non–cognates, false cognates were learned equally fast in the recognition blocks, but faster in the production blocks. This suggests the learning of false cognates benefits from the overlap in L1–L2 form and is not harmed by L1 interference, while the learning of cognates benefits from both form overlap and conceptual overlap. The study is unique as it examines how learners acquire both the form of new words, and the link between the L2 forms and their meanings. It also explores the dynamics of the learning process.
This exploratory research aims at finding and locating false cognates (friends) between English and Kurdish. False cognates (friends) are words or expressions that have a similar form to one in ...another language, but a distinctive meaning. Between English and Kurdish, no evident data is available to prove the existence of false cognates and friends. Hence, it is necessary to spotlight this gap and investigate the common similarities and differences between these languages. This is due to the fact that English and Kurdish language belong to the same language tree family which is the Indo-European language families. However, the origin of English traces back to Germanic (anglo-frisian) language family. As for Kurdish language family tree, the standard forms of it belongs to the Indo-Iranian western branch. This project highlights false cognates and friends between English to Kurdish using document review and written language use exploration. Document review is a systematic gathering and documentation of qualitative data. From this perspective, English language etymological as well as Kurdish language etymological dictionaries are going to be consulted. Then, a list of false cognates and friends between the two aforementioned languages will be established and checked by researchers in collaboration with English and Kurdish languages experts. Findings show that there are certain false friends between English and Kurdish languages. The results will benefit researchers working in the comparative field between the aforementioned languages, EFL context, and language teachers. That is, teachers and instructors of English language may use the andragogic implications in their teaching practices in order to facilitate learning on the part of the students.
El lenguaje médico en español está plagado de vicios que le restan credibilidad al mensaje científico. Entre ellos, sobresalen los extranjerismos innecesarios. Principalmente traducciones erróneas ...del inglés, aunque no solamente de este idioma, conocidas como 'palabras traidoras' o 'falsos amigos', es decir, palabras de ortografía muy similar o idéntica en inglés y español, pero con significados diferentes en ambos idiomas. Así, el objetivo del presente artículo está dirigido a revisar un grupo de estas palabras con el interés de estimular a los profesionales de las ciencias médicas para el uso adecuado del idioma español en las ciencias médicas.
Purpose
Sociometric studies and adult reports have established that children with Language Disorder (LD) are at risk of peer relationship difficulties. However, we have limited knowledge of how ...children with LD understand friendship, whom they deem as a good or bad friend, and what role their friendship concepts play in their relationships with peers. This exploratory study aimed to conduct a qualitative investigation into the friendship concepts that children with LD hold and to explore their strategies for making friends.
Methods
We conducted multiple, art‐informed interviews on the topic of friendship with 14 children with LD at the age of 6–8 years. Participating children were based in the United Kingdom and Republic of Ireland. They attended enhanced provision, specific speech and language classes and mainstream classrooms. We used framework analysis to map children's responses to Selman's (1979) developmental model of interpersonal understanding, which espouses a theory of children's social development within the context of peer relationships.
Results
The understanding of friendship formation in children with LD varied from physical presence to mutual support and sharing. Children's ideas about a good/bad friend represented the lowest developmental stage. Participants from the mainstream classroom demonstrated the highest stages of interpersonal understanding. Children with LD did not mention their language abilities as a barrier to making friends.
Conclusion
There are limited studies exploring friendship directly from children with LD, and this study provides insights into this gap, by utilising art‐informed interviews. Children's immature understanding of a good/bad friend points towards a potential susceptibility to false friends, which we suggest needs further empirical validation. We also found that children with LD did not pay attention to their language difficulties when making friends, which raises questions about the ways diagnoses are shared with children.
WHAT THIS PAPER ADDS
What is already known on the subject
Children with Language Disorder (LD) are at risk of peer relationship difficulties. Studies to date are based on sociometrics and adult reports. Only a few studies employ participatory approaches to research with children, directly engaging children with LD when exploring their friendships
What this paper adds
This paper directly asks children with LD about their understanding of friendship and strategies for making friends.
Physical proximity and play are important to children.s understanding of friendship especially in recognising good and bad friends. This indicates potential reasons for children with LD being susceptible to false friends
Additionally, children with LD do not perceive language and communication as a barrier to making friends.
What are the potential or actual clinical implications of this work?
Concepts around friendship and good/bad friends should be routinely assessed and targeted (if appropriate) in interventions. The study highlights the need to continue discussing practices around sharing diagnoses with children with LD.
•Balance of lexical knowledge affects processing efficiency in each language.•Between age 6–9 processing efficiency improves more for unbalanced bilinguals.•Bilingual proficiency affects responses to ...words similar in form but not meaning.•Cross-language similarity affects the course of bilingual lexical development.
Using a picture–auditory word recognition task, we examined how early child bilinguals access their languages and how the languages affect one another. Accuracy and response times in “false friends” (i.e., words with similar form but unrelated meanings) and semantically related words were compared with control conditions within and across languages and grades. Study 1 tested the performance of school-age children with balanced versus unbalanced knowledge of first-language (L1) Italian and second-language (L2) German. Study 2 compared unbalanced bilingual children with L1 Italian and L2 French or German to investigate the effect of lexical similarity in the children’s languages. Children were found to activate both languages on receiving an auditory stimulus; performance in each language was affected by proficiency in the other language, degree of between-language similarity, and length of experience with each language. The BLINCS (Bilingual Language Interactive Network for Comprehension of Speech) model was invoked as a plausible framework for conceptualizing the nature of bilingual phonolexical representation and its effect on word recognition.
The cognate continuum Strangmann, Iris M.; Antolovic, Katarina; Hansen, Pernille ...
The mental lexicon,
10/2023, Letnik:
18, Številka:
1
Journal Article
Recenzirano
Abstract
Cognates, words that are similar in form and meaning across two languages, form compelling test cases for bilingual access and representation. Overwhelmingly, cognate pairs are subjectively ...selected in a categorical either- or manner, often with criteria and modality unspecified. Yet the few studies that take a more nuanced approach, selecting cognate pairs along a continuum of overlap, show interesting, albeit somewhat divergent results. This study compares three measures that quantify cognateness continuously to obtain modality-specific cognate scores for the same set of Norwegian-English word-translation pairs: (1) Researcher Intuitions – bilingual researchers rate the degree of overlap between the paired words, (2) Levenshtein Distance – an algorithm that computes overlap between word pairs, and (3) Translation Elicitation – English-speaking monolinguals guess what Norwegian words mean. Results demonstrate that cognateness can be ranked on a continuum and reveal measure and modality-specific effects. Orthographic presentation yields higher cognateness status than auditory presentation overall. Though all three measures intercorrelated moderately to highly, Researcher Intuitions demonstrated a bimodal distribution, yielding scores on the high and low end of the spectrum, consistent with the common categorical approach in the field. Levenshtein Distance would be preferred for fine-grained distinctions along the continuum of form overlap.
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