Focusing on derivational-driven cognate patterns to promote vocabulary acquisition in Spanish
DOI:
https://doi.org/10.21283/2376905X.1.11.1.2633Palabras clave:
COGNADOS, PATRONES DE DERIVACIÓN, INSTRUCCIÓN DE VOCABULARIO, INSTRUCCIÓN EXPLÍCITAResumen
Los cognados se han incorporado ampliamente a la enseñanza de vocabulario L2, ya que comparten forma y significado en varias lenguas y han demostrado ser una ventaja para el aprendizaje. El objetivo de este artículo es medir los efectos de la instrucción explícita de cognados y derivaciones en español como segunda lengua (L2). 49 estudiantes de español preintermedio participaron en el experimento y completaron una tarea de decisión léxica (pre y post), seguida de un cuestionario sobre su historial lingüístico. 25 alumnos formaron el grupo de instrucción explícita y 24 el grupo de control. Los resultados de ANOVA de 3 factores que analiza los tiempos de reacción y precisión demuestran que tanto el grupo de instrucción explícita como el de control procesan cognados y no-cognados más rápido en la prueba posterior; sin embargo, los participantes en el grupo de instrucción explícita procesan los cognados con menor precisión y los no cognados con mayor precisión en la prueba posterior, lo que podría atribuirse a la activación de las características léxicas formales del tipo de instrucción (explícita). Los resultados se interpretan a la luz de la naturaleza de la instrucción en la L2, así como de la representación léxica.
Citas
Aguinaga Echeverría, Silvia (2017). All Cognates are not created equal: Variation in cognate recognition and applications for second language acquisition. Rael: Revista Electronica De Linguística Aplicada, 16, 23–42.
Ard, Josh., & Homburg, Taco. (1983). Verification of language transfer. In Susan. Gass & Lary. Selinker (Eds.), Language Transfer and Language Learning (pp.157–176). Newbury House.
August, Diane., Carlo, Maria., Dressler, Cheryl., & Snow, Catherine. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50-57. Springer. https://doi.org/10.1111/j.1540-5826.2005.00120.x
Barcroft, Joe. (2008). Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52(2), 323–363. https://doi.org/10.1111/0023-8333.00186
Barcroft, Joe. (2004). Promoting second language vocabulary acquisition during reading: Some pivotal issues and eight instructional techniques. The Southern Journal of Linguistics, 26(2), 94–114.
Barcroft, Joe. (2006). Can writing a new word detract from learning it? More negative effects of forced output during vocabulary learning. Second Language Research, 22(4), 487–497. https://doi.org/10.1191/0267658306sr276oa
Barcroft, Joe. (2007). Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57, 35–56. https://doi.org/10.1111/j.1467-9922.2007.00398.x
Bogaards, Paul., & Laufer-Dvorkin, Batia. (2004). Vocabulary in a second language: Selection, acquisition, and testing (Vol. 10). John Benjamins Publishing. https://doi.org/10.1075/lllt.10
Caplan-Carbin, Lizz. (1995). Diachronic Linguistics in the Classroom: Sound Shifts and Cognate Recognition. In Seminar in Second Language Acquisition. University of South Florida. http://webgerman.com/caplan/
Carlisle, Joanne F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247–266. https://doi.org/10.1017/S0142716400007839
Comesaña, Montserrat, Soares, Ana Paula, Sánchez-Casas, Rosa, & Lima, Cátia. (2012). Lexical and semantic representations of L2 cognate and noncognate words acquisition in children: Evidence from two learning methods. British Journal of Psychology, 103, 378-392. https://doi.org/10.1111/j.2044-8295.2011.02080.x
Comesaña, Montserrat, Ferré, Pilar, Romero, Joaquín, Guasch, Marc, Soares, Ana P., & García-Chico, Teófilo (2015). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The role of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(3), 614–635. https://doi.org/10.1037/xlm0000065
Costa, Albert, Caramazza, Alfonso & Sebastian-Galles, Nuria (2000). The cognate facilitation effect: Implications for the model of lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1283-1296. https://doi.org/10.1037//0278-7393.26.5.1283
Coxhead, Averil (2000). A new Academic Word List. TESOL Quarterly, 34(2), 213–238. https://doi.org/10.2307/3587951
Cunningham, Thomas H., & Graham, Ray C. (2000). Increasing native English vocabulary recognition through Spanish immersion: Cognate transfer from foreign to first language. Journal of Educational Psychology, 92(1), 37–49. https://doi.org/10.1037/0022-0663.92.1.37
Damian, Markus F.; Bowers, Jeffrey S; Stadthagen-Gonzalez, Hans, & Spalek, Katharina (2010). Does word length affect speech onset latencies when producing single words? Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(4), 892–905. https://doi.org/10.1037/a0019446
De Groot, Annette M. B. (1992). Bilingual lexical representation: A closer look at conceptual representations. In R. Frost & L. Kaatz (Eds.), Orthography, phonology, morphology, and meaning (pp. 389–412). Amsterdam, the Netherlands: Elsevier. doi:10.1016/S0166-4115(08)62805-8. https://doi.org/10.1016/S0166-4115(08)62805-8
De Groot, Annette M.B. (1993). Word-type effects in bilingual processing tasks: Support for a mixed-representational system. In R. Schreuder and B. Weltens (eds.) The bilingual lexicon (pp. 27-51). Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.6.04gro
De Groot, Annette M. B., Dannenburg, Lucia, & Van Hell, Janet. G. (1994). Forward and backward word translation by bilinguals. Journal of Memory and Language, 33, 600-629. https://doi.org/10.1006/jmla.1994.1029
De Groot, Annette M. B., & Comijs. Hannie. (1995). Translation recognition and translation production: Comparing a new and an old tool in the study of bilingualism. Language Learning, 45, 467-509. https://doi.org/10.1111/j.1467-1770.1995.tb00449.x
De Groot, Annette M. B., & Keijzer, Rineke (2000). What is hard to learn is easy to forget: The roles of word concreteness, cognate status, and word frequency in foreign-language vocabulary learning and forgetting. Language Learning, 50(1), 1–56. https://doi.org/10.1111/0023-8333.00110
Dijkstra, Ton, & Van Heuven, Walter J. B., (1998). The BIA model and bilingual word recognition. In J. Grainger & A. Jacobs (Eds.), Localist Connectionist Approaches to Human Cognition (pp. 189–225). Hillsdale, NJ: Lawrence Erlbaum Associates.
Dijkstra, Ton, Grainger, Jonathan, & Van Heuven, Walter (1999). Recognition of cognates and interlingual homographs: The neglected role of phonology. Journal of Memory and Language, 41, 496 –518. https://doi.org/10.1006/jmla.1999.2654
Dijkstra, Ton, & Hell, Janet V. H. (2001, September). Examining the language mode hypothesis in trilinguals. In Sektionsvortrag auf der Third International Conference on Third Language Acquisition.
Dressler, Cheryl (2000). The word-inferencing strategies of bilingual and monolingual fifth graders: A case study approach. Unpublished qualifying paper, Harvard Graduate School of Education.
Dressler, Cheryl, Carlo, Maria S., Snow, Catherine E., August, Diane, & White, Claire E. (2011). Spanish-speaking students’ use of cognate knowledge to infer the meaning of English words. Bilingualism: Language and Cognition, 14(2), 243–255. https://doi.org/10.1017/S1366728910000519
Ellis, Nicholas & Beaton, Alan (1993). Psycholinguistic Determinants of Foreign Language Vocabulary Learning. Language Learning, 43, 559-617. http://dx.doi.org/10.1111/j.1467-1770.1993.tb00627.x
Ellis, Nicholas C. (1994). Vocabulary acquisition: The implicit ins and outs of explicit cognitive mediation. In Nicholas Carlton Ellis (Ed.), Implicit and Explicit Learning of Languages (pp. 218–282).
Ellis, Rod, & He, Xien (1999). The roles of modified input and output in the incidental acquisition of word meaning. Studies in Second Language Acquisition, 21, 285–301. https://doi.org/10.1017/S0272263199002077
Guasch, Marc, Boada, Roger, Ferré, Pilar, & Sánchez-Casas, Rosa. (2013). NIM: A Web-based Swiss Army knife to select stimuli for psycholinguistic studies. Behavior Research Methods, 45(3), 765–771. https://doi.org/10.3758/s13428-012-0296-8
Hancin-Bhatt, Barbara, & Nagy, William (1994). Lexical transfer and second language morphological development". Applied Psycholinguistics, 15, 289–310. https://doi.org/10.1017/S0142716400065905
Harley, Birgit, Hart, Douglas, & Lapkin, Sharon (1986). The effects of early bilingual schooling on first language skills. Applied Psycholinguistics, 7(04), 295. https://doi.org/10.1017/s0142716400007700
Hazenberg, Suzanne, & Hulstijn, Jan (1996). Defining a minimal receptive second-language vocabulary for non-native university students: An empirical investigation. Applied Linguistics, 17(2), 145–163. https://doi.org/10.1093/applin/17.2.145
Hipfner-Boucher, Kathleen, Pasquarella Adrian, Chen Xi, & Deacon, Hélène S. (2016). Cognate Awareness in French Immersion Students: Contributions to grade 2 reading comprehension. Scientific Studies of Reading, 20(5), 389–400.
Horst, Marlise, Cobb, Tom, & Meara, Paul (1998). Beyond A clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11, 207–223.
Hsueh-Chao, Hu, Marcella, & Nation, Paul (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.
Jiménez, Robert T., García, Georgia E., & Pearson, David P. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90–112. https://doi.org/10.1598/RRQ.31.1.5
Kelly, Peter. (1986). Solving the vocabulary retention problem. ITL-International Journal of Applied Linguistics, 74(1), 1–16. https://doi.org/10.1075/itl.74.01kel
Kroll, J. F., Michael, Erica, & Sankaranarayan, Aruna. (1998). A model of bilingual representation and its implications for second language acquisition. In A. F. Healy and L. E. Borne, Jr. (Eds.), Foreign language learning: Psycholinguistics studies on training and retention, pp. 365-395. Mahwah, NJ: Erlbaum.
Lemhöfer, Kristin, & Dijkstra, Ton (2004). Recognizing cognates and interlingual homographs: effects of code similarity in language-specific and generalized lexical decision. Memory & Cognition, 32(4), 533–550. https://doi.org/10.3758/BF03195845
Lightbown, Patricia M., & Libben, Gary (1984). The recognition and use of cognates by L2 learners. In Roger. W. Anderson (Ed.), Second Languages (pp. 393–417). Newbury House.
Lotto, Lorella, & De Groot, Annette M. B. (1998). Effects of learning method and word type on acquiring vocabulary in a new language. Language Learning, 48, 31-69. https://doi.org/10.1111/1467-9922.00032
McNamara, Danielle S., & Healy, Alice F. (1995). A generation advantage for multiplication skill training and nonword vocabulary acquisition. In Alice. F. Healy & Lyle. E. Bourne Jr (Eds.), Learning and memory of knowledge and skills: Durability and specificity (pp. 132–169). Sage Publications, Inc. Thousand Oaks, California. https://doi.org/10.4135/9781483326887.n5
Molnár, Timea (2010). Cognate recognition and L3 vocabulary acquisition. Acta Universitatis Sapientiae, Philologica, 2(2), 337–349.
Nagy, William E., García, Georgia E., Durgunoğlu, Aydin Y., & Hancin-Bhatt, Barbara (1993). Spanish-English Bilingual Students’ Use of Cognates in English Reading. Journal of Reading Behavior, 25(3), 241–259. https://doi.org/10.1080/10862969009547816
Nash, Rose (1997). NTC's dictionary of Spanish cognates, thematically organized. NTC Publishing Group.
Nation, Paul (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
Otwinowska-Kasztelanic, Agnieszka (2015). Cognate Vocabulary in Language Acquisition and Use: Attitudes, Awareness, Activation. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781783094394
Otwinowska-Kasztelanic, Agnieszka (2009). Raising awareness of cognate vocabulary as a strategy in teaching English to Polish adults. Innovation in Language Learning and Teaching, 3(2), 131–147. https://doi.org/10.1080/17501220802283186
Qian, David D. (1996). ESL vocabulary acquisition: Contextualization and decontextualization. The Canadian Modern Language Review, 53, 120–142. https://doi.org/10.3138/cmlr.53.1.120
Rieder, Angelika V. (2003). Implicit and explicit learning in incidental vocabulary acquisition. Views, 12(2), 24–39.
Rodriguez, Timothy A. (2001). From the known to the unknown: Using cognates to teach English to Spanish-speaking literates. The Reading Teacher, 54(8), 744–746.
Royer, James M. (1973). Memory effects for test-like events during acquisition of foreign language vocabulary. Psychological Reports, 32,195–198. https://doi.org/10.2466/pr0.1973.32.1.195
Schelletter, Christina (2002). The effect of form similarity on bilingual children's lexical development. Bilingualism: Language and Cognition 5(2): 93-107. https://doi.org/10.1017/S1366728902000214
Schmidt, Richard (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In Nicholas Ellis (Ed.), Implicit and explicit learning of languages (pp. 165–209). Academic Press.
Schmidt, Richard W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. https://doi.org/10.1093/applin/11.2.129
Schmidt, Richard W. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206–226. https://doi.org/10.1017/S0267190500002476
Schmidt, Richard W. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Richard Schmidt (Ed.), Attention and awareness in foreign language learning. Second Language Teaching and Curriculum Center, University of Hawaii.
Schmitt, Norbert, & McCarthy, Michael (1997). Vocabulary: Description, acquisition, and pedagogy. In Vocabulary learning strategies. (pp. 199–227). Cambridge: Cambridge University Press.
Schwartz, Ana I., Kroll, Judith F., & Diaz, Michele (2007). Reading words in Spanish and English: Mapping orthography to phonology in two languages. Language and Cognitive, Processes, 22, 106–129. https://doi.org/10.1080/01690960500463920
Singleton, David (2006). Lexical Transfer: Interlexical or Intralexical? In Janusz. Arabski (Ed.), Cross-linguistic influence in the second language lexicon (pp. 130–143). Multilingual Matters. https://doi.org/10.21832/9781853598579-014
Soufra, Maria-Himitsa H. (2001). Crosslinguistic Influence in the Acquisition of Greek as a Foreign Language (Doctoral dissertation, Trinity College Dublin).
Sunderman, Gretchen, & Forcelini, Jamile (2021). Quality of lexicosemantic representations in L2 Spanish. In Spanish Vocabulary Learning in Meaning-Oriented Instruction (pp. 112–129). Routledge. https://doi.org/10.4324/9781315100364-7
Sunderman, Gretchen, & Schwartz, Ana (2008). Using cognates to investigate cross-language competition in second language processing. TESOL Quarterly, 42, 19-33 https://doi.org/10.1002/j.1545-7249.2008.tb00145.x
Swan, Michael (1997). The influence of the mother-tongue on second language vocabulary acquisition and use. In Nicholas. Schmitt & Michael. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy. Cambridge University Press.
Tokowicz, Natasha, & Degani, Tamar (2010). Translation ambiguity: Consequences for learning and processing. In Bill. Van. Patten & Jill. Jegerski (Eds.), Research on second language processing and parsing. John Benjamins. https://doi.org/10.1075/lald.53.12tok
Tonzar, Claudio, Lotto, Lorella, & Job, Remo (2009). L2 Vocabulary Acquisition in children: Effects of learning method and cognate status. Language Learning, 59(3), 623–646. https://doi.org/10.1111/j.1467-9922.2009.00519.x https://doi.org/10.1111/j.1467-9922.2009.00519.x
Tréville, Marie-Claude (1996). Lexical learning and reading in L2 at the beginner level: The advantage of cognates. The Canadian Modern Language Review, 53, 173–190. https://doi.org/10.3138/cmlr.53.1.173
Van Hell, Janet G., & De Groot, Annette M.B. (1998). Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association. Bilingualism: Language and Cognition, 1, 193–211. doi: 10.1017/S1366728998000352
Descargas
Publicado
Cómo citar
Licencia
Derechos de autor 2024 Jamile Forcelini, Doo Young Kim
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
