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 are similar across two or more languages in some fields signify an interesting, illuminating, and crucial aspect 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 ranged 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 and CVI (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 2 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 study also confirm the expectations that cognate-based instruction can positively influence in second language acquisition. Keywords: false and true cognates; L2 structural relationship; second language vocabulary acquisition; teaching through cognates INTRODUCTION Learning a word in a second language (L2) usually comprises linking a new lexical form with a remaining concept is associated to the equivalent word in the first language (L1). How this mapping is recognized and how it changes over time are serious issues in Second Language Acquisition (SLA), and in particular in the vocabulary acquisition ground. Despite the number of studies developed to answer these questions (e.g.,) they are still object of controversy. One of the most influential models in the SLA field is the Revised Hierarchical Model (RHM) ` by Kroll and Stewart (1994). The model considers bilingual memory organization as comprised of three interconnected systems: two independent lexicons (L1 and L2) and a unified conceptual system (CS) shared by the two languages. A major feature of RHM is the notion that associations between the two lexicons and the CS change according to L2 proficiency. Teachers, linguists and psycholinguists have always been keen on errors produced by second language learners, either in their speech or writing or both. Surveys on the false friendship phenomenon are rather scarce (Chacón, 2006).Studies show that almost all language users of languages are bored and confused in comprehending those languages which share common features inversely. Moreover, they are less likely to learn. In the psycholinguistic literature, cognates are often defined as words that share aspects of spelling, sound, and meaning across languages (e.g. setereh in Persian and star in English). Second language (L2) learners are often quick to take advantage of the similarities found in cognates and transfer knowledge from their first language (L1) to facilitate vocabulary acquisition and understanding in the L2. The aim of the present study is to investigate how knowledge of previously acquired words can be utilized in L2. More specifically, it seeks to verify whether pointing out the correspondences between the L1 and L2 lexical items can enhance L2 vocabulary acquisition. For this purpose, an English vocabulary test was carried out among Iranian students whose L1 is Persian and who are learning English as an L2. In order to verify whether focusing on the structural relationships between L1/L2 cognates has any effect on L2 lexical competence, the English vocabulary test scores of the students receiving instruction were compared to the scores of true and false cognates. Sometimes learners encounter words in an L2 that are similar in form to those in their L1, but do not share meaning (i.e. false friends such as did meaning "doing a work" in English but in Persian means" seeing"). The fact that nonnative cognate words are recognized and produced faster and more accurately than nonnative non-cognate words .