ERIC Number: ED150859
Record Type: Non-Journal
Publication Date: 1976
Pages: 20
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
English-French Cognates: A Re-Examination.
Hammer, Petra; Monod, Madeleine
Alberta Modern Language Journal, v15 n1 p23-41 Fall 1976
Following a brief review of the literature on cognates, and a discussion of six arguments in favor of using cognates as a vocabulary acquisition device, a study is described which was designed to determine whether students were able to utilize English-French cognates in listening and reading comprehension in French. Seventy-four tenth grade students in three French classes participated in the study. One class was the control group, one class received training in the phonemic differences of English-French cognates, and one class was taught the spelling alternations on English-French cognates. The experiment was carried out over a period of six weeks. Results indicate that students can be taught the phonemic and spelling differences of English-French cognates in a relatively short time, and it is suggested that teachers use cognates in their French classes. A detailed description of the tests used is provided. (CLK)
Descriptors: Distinctive Features (Language), English, French, High School Students, Language Instruction, Language Patterns, Language Research, Language Tests, Language Usage, Listening Comprehension, Phonemics, Reading Comprehension, Reading Skills, Second Language Learning, Secondary Education, Semantics, Spelling, Teaching Methods, Unit Plan, Vocabulary, Word Recognition
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Alberta Teachers Association, Edmonton. Modern Language Council.
Grant or Contract Numbers: N/A