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.
•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, Volume:
18, Issue:
1
Journal Article
Peer reviewed
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.
The research discusses key issues of the dictionary description of formally coinciding and semantically similar/dissimilar units of the vocabulary of the French and Russian languages. The relevance ...of the study is dictated by the absence of a dictionary of French-Russian lexical parallels in Russian lexicography and the significance of such a dictionary for the translation and linguo-didactical sphere of activity in the conditions of the spread of artificial bilingualism in modern globalized world. The novelty of the research lies in the representation of the dictionary description of French-Russian lexical parallels, different from the lexicographic experience of V.L. Muravyev. The purpose of the article is to analyze the existing interlexical semantic relations of dialexemes of the Russian and French languages and selectively present the results of their systematic lexicographic description in a number of so-called ‘new generation dictionaries’. The research material was associatively correlated lexemes of the Russian and French languages, identified and selected by bilingual and explanatory dictionaries, as well as national text corpora of the languages under consideration. The methodology of the study consisted of the methods of continuous and selective sampling; quantitative, contrastive, comparative analysis; description; as well as the distributive method. The research focuses on the selection of a word-list, on the specifics of its organization and representation in dictionary entries. The work on the format and content of the dictionary is based on the standard model of the dictionary of lexical parallels for two synchronously compared languages, developed and implemented by V.V. Dubichinsky. The article presents a brief-course into the history of the description of lexical parallels, including false friends of the translator, lexical internationalisms of French origin and gallicisms in the Russian language and identifies the main points of V.V. Dubichinsky’s theory of lexical parallels. The authors comment on the issue of the terminological apparatus of the phenomenon described and analyze the typology of French-Russian lexical parallels and the principles of their lexicographying. Each of the existing types of French-Russian lexical parallels is considered separately. In order to internationalize Russian as a second language in the global communicative space and to facilitate the study of the Russian language by French-speaking students, we propose a modern model of the dictionary description of full, partial and false lexical parallels, as well as interlingual homonyms and interlingual paronyms of Russian and French.
PDF
