Cognates: An aid or a barrier to successful L2 vocabulary development?

Granger, Sylviane

doi:10.1075/itl.99-100.03gra

Article published In: ITL - International Journal of Applied Linguistics
Vol. 99/100 (1993) ► pp.43–56

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Cognates

An aid or a barrier to successful L2 vocabulary development?

Sylviane Granger | Sylviane GRANGER Centre d'Etudes Anglaises Université Catholique de Louvain

Published online: 1 January 1993

https://doi.org/10.1075/itl.99-100.03gra

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SAITO, KAZUYA, STUART WEBB, PAVEL TROFIMOVICH & TALIA ISAACS

2016. Lexical correlates of comprehensibility versus accentedness in second language speech. Bilingualism: Language and Cognition 19:3 ► pp. 597 ff.

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2015. Do the cognacy characteristics of loanwords make them more easily learned than noncognates?. Language Teaching Research 19:1 ► pp. 9 ff.

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2012. Cognate awareness -raising in late childhood: teachable and useful. Language Awareness 21:1-2 ► pp. 181 ff.

Lubliner, Shira & Elfrieda H. Hiebert

2011. An Analysis of English–Spanish Cognates as a Source of General Academic Language. Bilingual Research Journal 34:1 ► pp. 76 ff.

de Groot, Annette M. B.

2006. Effects of Stimulus Characteristics and Background Music on Foreign Language Vocabulary Learning and Forgetting. Language Learning 56:3 ► pp. 463 ff.

de Groot, Annette M.B.

2014. About phonological, grammatical, and semantic accents in bilinguals’ language use and their cause. In Multilingual Cognition and Language Use [Human Cognitive Processing, 44], ► pp. 229 ff.

Johnstone, Richard

1994. Research on language learning and teaching: 1993. Language Teaching 27:3 ► pp. 145 ff.

Singleton, David

1994. Introduction : le rôle de la forme et du sens dans le lexique mental en l2. Acquisition et interaction en langue étrangère 3 ► pp. 3 ff.

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