Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China

Autores:: Hao, Chen
Ming, Yang

Tipo de recurso:: Article of journal

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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repository_id_str
dc.title.spa.fl_str_mv	Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China
title	Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China
spellingShingle	Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China Cognate awareness Lexical dataset Word frequency Lexical coverage Cognate coverage Conciencia de cognados Base de datos léxica Frecuencia de palabras Cobertura léxica Cobertura de cognados Consciência cognata Base de dados lexical Frequência de palavras Cobertura lexical Cobertura cognata Conscience apparentée Base de données lexicale Fréquence des mots Couverture lexicale Couverture apparentée
title_short	Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China
title_full	Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China
title_fullStr	Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China
title_full_unstemmed	Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China
title_sort	Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China
dc.creator.fl_str_mv	Hao, Chen Ming, Yang
dc.contributor.author.eng.fl_str_mv	Hao, Chen Ming, Yang
dc.subject.none.fl_str_mv	Cognate awareness Lexical dataset Word frequency Lexical coverage Cognate coverage Conciencia de cognados Base de datos léxica Frecuencia de palabras Cobertura léxica Cobertura de cognados Consciência cognata Base de dados lexical Frequência de palavras Cobertura lexical Cobertura cognata Conscience apparentée Base de données lexicale Fréquence des mots Couverture lexicale Couverture apparentée
topic	Cognate awareness Lexical dataset Word frequency Lexical coverage Cognate coverage Conciencia de cognados Base de datos léxica Frecuencia de palabras Cobertura léxica Cobertura de cognados Consciência cognata Base de dados lexical Frequência de palavras Cobertura lexical Cobertura cognata Conscience apparentée Base de données lexicale Fréquence des mots Couverture lexicale Couverture apparentée
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-01-31 00:00:00 2026-04-16T17:18:06Z
dc.date.available.none.fl_str_mv	2024-01-31 00:00:00
dc.date.issued.none.fl_str_mv	2024-01-31
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	Aske, J. (2015). Spanish-English Cognates, an Introduction to Spanish Linguistics. World Languages and Cultures. SalemState University. Carcedo, A. (2000). Disponibilidad léxica en español como lengua extranjera: el caso finlandés (estudio del nivel preuniversitario y cotejo con tres fases de adquisición). Turun Yliopisto. Cenoz, J., & Gorter, D. (2020). Teaching English through Pedagogical Translanguaging.World Englishes, 39(2), 300-311. Cenoz, J., Leonet, O., & Gorter, D. (2022). Developing Cognate Awareness through Pedagogical Translanguaging. International Journal of Bilingual Education and Bilingualism, 25(8), 2759-2773. Chen, H. 陈豪. (2021). 西班牙语词汇研究综述和展望——兼议多语习得中的同源词研究 Overview and Prospect of Spanish Lexical Researches: A discussion of cognate words research in multilingual language acquisition.外语教育研究 Foreign Language Education & Research, (4), 44-50. doi:10.16739/j. cnki.cn21-9203/g4.2021.04.008. Chen, H. 陈豪. (2023). 跨语言影响视域下英西同源词习得研究 A Study on the Acquisition of English-Spanish Cognates from the Perspective of Crosslinguistic Influence. 浙江大学出版社 Zhejiang University Press. Chen, H. 陈豪, & Liang, Q. 梁倩. (2023). 西班牙语三语习得者的语素意识研究 A Study on Morphological Awareness of Spanish Trilingual Learners. 语言学研究 Linguistic Research, 33, 155-167. Chen, H. 陈豪, & Song, C. Q. 宋楚翘. (Manuscript submitted for publication). Learning Spanish (L3) and Forgetting English (L2)? Intervention of Cognates Teaching in Lexical Production in China: A Longitudinal Comparative Study. Comesaña, M., Ferré, P., Romero, J., et al. (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, 614–635. https://doi.org/10.1037/xlm0000065 Comesaña, M., Soares, A. P., & Lima, C. (2010). Semantic Representations of New Cognate vs. Noncognate Words: Evidence from Two Second Language Learning Methods. Procedia-Social and Behavioral Sciences, 5, 199-203. Costa, A., Caramazza, A., & Sebastián-Galles, N. (2000). The Cognate Facilitation Effect:¿ Implications for Models of Lexical Access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(5), 1283. Davies, M., & Davies, K. H. (2017). A Frequency Dictionary of Spanish: Core Vocabulary for Learners. Routledge. Dijkstra, T., Grainger, J., & Van Heuven, W. J. (1999). Recognition of Cognates and Interlingual Homographs: The Neglected Role of Phonology. Journal of Memory and Language, 41(4), 496-518. Dijkstra, T., & Van Heuven, W. J. (2002). The Architecture of the Bilingual Word Recognition System: From Identification to Decision. Bilingualism: Language and Cognition, 5(3), 175-197. Dressler, C., Carlo, M. S., Snow, C. E. et al. (2011). Spanish-Speaking Students’ Use of Cognate Knowledge to Infer the Meaning of English Words. Bilingualism: Language and Cognition, 14(2), 243-255. Duchon, A., Perea, M., Sebastián-Galles, N. et al. (2013). EsPal: One-stop Shopping for Spanish Word Properties. Behavior Research Methods, 45(4), 1246-1258. García, M. I. M. (2013). Estudio etimológico de cuatro pares de cognados en español y urdu. Revista Iberoamericana de Lingüística (RIL), 8: 61-74. Gonzalo Pérez, A. (2015). Los cognados sinonímicos como facilitadores de la adquisición y el aprendizaje del léxico español por alumnos angloparlantes. [Tesis doctoral], Universidad Complutense de Madrid. Hampton, J., & Gardiner, M. (1983). Measures of Internal Category Structure: A Correlational Analysis of Normative Data. British Journal of Psychology, 74, 491- 516. Hernández-Muñoz, N., Izura, C., & Ellis, A. W. (2006). Cognitive Aspects of Lexical Availability. European Journal of Cognitive Psychology, 18(5), 730-755. Hidalgo Gallardo, M. (2017). La disponibilidad léxica como herramienta de evaluación interventiva del vocabulario en ELE: aplicación en un contexto universitario sinohablante. SinoELE, 16, 43-63. Hidalgo Gallardo, M. (2019). El perfil léxico del manual de ELE Español Moderno 1 desde la óptica de la disponibilidad léxica: posibles mejoras para la selección del vocabulario. Ogigia. Revista Electrónica de Estudios Hispánicos, 25: 233-257. 7https://doi.org/10.24197/ogigia.25.2019.233-257 Izquierdo Gil, M. C. (2003). La selección del léxico en la enseñanza del español como lengua extranjera. [Tesis doctoral] Universidad de Valencia. Koessler, M., & Derocquigny, J. (1928). Les faux amis: ou, Les trahisons du vocabulaire anglais (conseils aux traducteurs). Vuibert. Li, X. K. 李晓科, & Cheng, L. L. (2006). 西班牙语专业四级词汇 Spanish Major Level Four Vocabulary. People’ s Education Press. López, H. (1995). Los estudios de disponibilidad léxica: pasado y presente. Boletín de Filología, 35(1), 245-259. Lotto, L., & De Groot, A. M. (1998). Effects of Learning Method and Word Type on Acquiring Vocabulary in an Unfamiliar Language. Language Learning, 48(1), 31-69. Martínez-Adrián, M., & Gallardo-del-Puerto, F. (2017). The Effects of Language Typology on L2 Lexical Availability and Spelling Accuracy. International Journal of English Studies, 17(2), 63–79. Morales, H. L. (1984). La enseñanza de la lengua materna: lingüística para maestros de español. Editorial Playor. Moss, G. (1992). Cognate Recognition: Its Importance in the Teaching of ESP Reading Courses to Spanish Speakers. English for Specific Purposes, 11(2), 141-158. Nagy, W. E., García, G. E., Durgunoğlu, A. Y. et al. (1993). Spanish-English Bilingual Students’ Use of Cognates in English Reading. Journal of Reading Behavior, 25(3), 241-259. Nash, R. (1997). NTC’s Dictionary of Spanish Cognates: Thematically Organized. National Textbook Company. Ortega, V. M. (2007). La cognación entre el inglés y el castellano. Universidad Nacional Experimental Politécnica. Otwinowska, A. (2016). Cognate Vocabulary in Language Acquisition and Use: Attitudes, Awareness, Activation (Vol. 93). Multilingual Matters. Otwinowska, A., & J. M. Szewczyk. (2017). The More Similar the Better? Factors in Learning Cognates, False Cognates and Non-cognate Words. International Journal of Bilingual Education and Bilingualism, 22(8), 974–991. https:// doi.org/10.1080/13670050.2017.1325834Poort, E. D., & Rodd, J. M. (2017). The Cognate Facilitation Effect in Bilingual Lexical Decision is influenced by stimulus list composition. Acta psychologica, 180, 52-63. Poort, E. D., & Rodd, J. M. (2019). Towards A Distributed Connectionist Account of Cognates and Interlingual Homographs: Evidence from Semantic Relatedness Tasks. PeerJ, 7, e6725. Rodríguez, S. M. (2009). Cognados y falsos cognados: su uso en la enseñanza del inglés. Universidad de Guadalajara. Sánchez-Gutiérrez, C., Marcos Miguel, N., & Olsen, M. (2019). Words and Textbooks: An Analysis of Vocabulary Coverage and Lexical Characteristics in L2 Spanish Textbooks. In P. Ecke & S. Rott (org.), Understanding Vocabulary Learning and Teaching: Implications for Language Program Development (pp. 78-98). Cengage. Sánchez-Gutierrez, C. H., Robles-García, P., & Párez Serrano, M. (2022). L2 Spanish Vocabulary Teaching in US Universities: Instructors’ Beliefs and Reported Practices. Language Teaching Research, 1–23. https://doi.org/10.1177/13621688221074443 Schröter, P., & Schroeder, S. (2016). Orthographic Processing in Balanced Bilingual Children: Cross-language Evidence from Cognates and False Friends. Journal of Experimental Child Psychology, 141, 239-246. Song, J. D. 宋尽冬. (2009). 中国西班牙语学习者可用词汇研究初探 A Tentative Study of Chinese Spanish Learners’s Available Vocabulary. 外语与外语教学 Foreign Languages and Their Teaching, (6), 7-11. Strijkers, K., Costa, A., & Thierry, G. (2010). Tracking Lexical Access in Speech Production: Electrophysiological Correlates of Word Frequency and Cognate Effects. Cerebral Cortex, 20(4), 912-928. Zhu, Y., & Mok, P. P. K. (2018). Visual Recognition of Cognates and Interlingual Homographs in Two Non-native Languages: Evidence from Asian Adult Trilinguals. Linguistic Approaches to Bilingualism, 10(4), 441-470.
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spelling	Hao, ChenMing, Yang2024-01-31 00:00:002026-04-16T17:18:06Z2024-01-31 00:00:002024-01-310121-053Xhttps://repositorio.uptc.edu.co/handle/001/1928510.19053/uptc.0121053X.n43.2024.175312346-1829https://doi.org/10.19053/uptc.0121053X.n43.2024.17531application/pdftext/xmlUniversidad Pedagógica y Tecnológica de ColombiaCuadernos de Lingüística Hispánica - 2024https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessThis work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/17531Cognate awarenessLexical datasetWord frequencyLexical coverageCognate coverageConciencia de cognadosBase de datos léxicaFrecuencia de palabrasCobertura léxicaCobertura de cognadosConsciência cognataBase de dados lexicalFrequência de palavrasCobertura lexicalCobertura cognataConscience apparentéeBase de données lexicaleFréquence des motsCouverture lexicaleCouverture apparentéeComparative Analysis of Cognates in Two Datasets in Spanish Teaching in ChinaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Aske, J. (2015). Spanish-English Cognates, an Introduction to Spanish Linguistics. World Languages and Cultures. SalemState University.Carcedo, A. (2000). Disponibilidad léxica en español como lengua extranjera: el caso finlandés (estudio del nivel preuniversitario y cotejo con tres fases de adquisición). Turun Yliopisto.Cenoz, J., & Gorter, D. (2020). Teaching English through Pedagogical Translanguaging.World Englishes, 39(2), 300-311.Cenoz, J., Leonet, O., & Gorter, D. (2022). Developing Cognate Awareness through Pedagogical Translanguaging. International Journal of Bilingual Education and Bilingualism, 25(8), 2759-2773.Chen, H. 陈豪. (2021). 西班牙语词汇研究综述和展望——兼议多语习得中的同源词研究 Overview and Prospect of Spanish Lexical Researches: A discussion of cognate words research in multilingual language acquisition.外语教育研究 Foreign Language Education & Research, (4), 44-50. doi:10.16739/j. cnki.cn21-9203/g4.2021.04.008.Chen, H. 陈豪. (2023). 跨语言影响视域下英西同源词习得研究 A Study on the Acquisition of English-Spanish Cognates from the Perspective of Crosslinguistic Influence. 浙江大学出版社 Zhejiang University Press.Chen, H. 陈豪, & Liang, Q. 梁倩. (2023). 西班牙语三语习得者的语素意识研究 A Study on Morphological Awareness of Spanish Trilingual Learners. 语言学研究 Linguistic Research, 33, 155-167.Chen, H. 陈豪, & Song, C. Q. 宋楚翘. (Manuscript submitted for publication). Learning Spanish (L3) and Forgetting English (L2)? Intervention of Cognates Teaching in Lexical Production in China: A Longitudinal Comparative Study. Comesaña, M., Ferré, P., Romero, J., et al. (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, 614–635. https://doi.org/10.1037/xlm0000065Comesaña, M., Soares, A. P., & Lima, C. (2010). Semantic Representations of New Cognate vs. Noncognate Words: Evidence from Two Second Language Learning Methods. Procedia-Social and Behavioral Sciences, 5, 199-203.Costa, A., Caramazza, A., & Sebastián-Galles, N. (2000). The Cognate Facilitation Effect:¿ Implications for Models of Lexical Access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(5), 1283.Davies, M., & Davies, K. H. (2017). A Frequency Dictionary of Spanish: Core Vocabulary for Learners. Routledge.Dijkstra, T., Grainger, J., & Van Heuven, W. J. (1999). Recognition of Cognates and Interlingual Homographs: The Neglected Role of Phonology. Journal of Memory and Language, 41(4), 496-518.Dijkstra, T., & Van Heuven, W. J. (2002). The Architecture of the Bilingual Word Recognition System: From Identification to Decision. Bilingualism: Language and Cognition, 5(3), 175-197.Dressler, C., Carlo, M. S., Snow, C. E. et al. (2011). Spanish-Speaking Students’ Use of Cognate Knowledge to Infer the Meaning of English Words. Bilingualism: Language and Cognition, 14(2), 243-255.Duchon, A., Perea, M., Sebastián-Galles, N. et al. (2013). EsPal: One-stop Shopping for Spanish Word Properties. Behavior Research Methods, 45(4), 1246-1258.García, M. I. M. (2013). Estudio etimológico de cuatro pares de cognados en español y urdu. Revista Iberoamericana de Lingüística (RIL), 8: 61-74.Gonzalo Pérez, A. (2015). Los cognados sinonímicos como facilitadores de la adquisición y el aprendizaje del léxico español por alumnos angloparlantes. [Tesis doctoral], Universidad Complutense de Madrid.Hampton, J., & Gardiner, M. (1983). Measures of Internal Category Structure: A Correlational Analysis of Normative Data. British Journal of Psychology, 74, 491- 516.Hernández-Muñoz, N., Izura, C., & Ellis, A. W. (2006). Cognitive Aspects of Lexical Availability. European Journal of Cognitive Psychology, 18(5), 730-755.Hidalgo Gallardo, M. (2017). La disponibilidad léxica como herramienta de evaluación interventiva del vocabulario en ELE: aplicación en un contexto universitario sinohablante. SinoELE, 16, 43-63.Hidalgo Gallardo, M. (2019). El perfil léxico del manual de ELE Español Moderno 1 desde la óptica de la disponibilidad léxica: posibles mejoras para la selección del vocabulario. Ogigia. Revista Electrónica de Estudios Hispánicos, 25: 233-257. 7https://doi.org/10.24197/ogigia.25.2019.233-257Izquierdo Gil, M. C. (2003). La selección del léxico en la enseñanza del español como lengua extranjera. [Tesis doctoral] Universidad de Valencia.Koessler, M., & Derocquigny, J. (1928). Les faux amis: ou, Les trahisons du vocabulaire anglais (conseils aux traducteurs). Vuibert.Li, X. K. 李晓科, & Cheng, L. L. (2006). 西班牙语专业四级词汇 Spanish Major Level Four Vocabulary. People’ s Education Press.López, H. (1995). Los estudios de disponibilidad léxica: pasado y presente. Boletín de Filología, 35(1), 245-259.Lotto, L., & De Groot, A. M. (1998). Effects of Learning Method and Word Type on Acquiring Vocabulary in an Unfamiliar Language. Language Learning, 48(1), 31-69.Martínez-Adrián, M., & Gallardo-del-Puerto, F. (2017). The Effects of Language Typology on L2 Lexical Availability and Spelling Accuracy. International Journal of English Studies, 17(2), 63–79.Morales, H. L. (1984). La enseñanza de la lengua materna: lingüística para maestros de español. Editorial Playor.Moss, G. (1992). Cognate Recognition: Its Importance in the Teaching of ESP Reading Courses to Spanish Speakers. English for Specific Purposes, 11(2), 141-158.Nagy, W. E., García, G. E., Durgunoğlu, A. Y. et al. (1993). Spanish-English Bilingual Students’ Use of Cognates in English Reading. Journal of Reading Behavior, 25(3), 241-259.Nash, R. (1997). NTC’s Dictionary of Spanish Cognates: Thematically Organized. National Textbook Company.Ortega, V. M. (2007). La cognación entre el inglés y el castellano. Universidad Nacional Experimental Politécnica.Otwinowska, A. (2016). Cognate Vocabulary in Language Acquisition and Use: Attitudes, Awareness, Activation (Vol. 93). Multilingual Matters.Otwinowska, A., & J. M. Szewczyk. (2017). The More Similar the Better? Factors in Learning Cognates, False Cognates and Non-cognate Words. International Journal of Bilingual Education and Bilingualism, 22(8), 974–991. https:// doi.org/10.1080/13670050.2017.1325834Poort, E. D., & Rodd, J. M. (2017). The Cognate Facilitation Effect in Bilingual Lexical Decision is influenced by stimulus list composition. Acta psychologica, 180, 52-63.Poort, E. D., & Rodd, J. M. (2019). Towards A Distributed Connectionist Account of Cognates and Interlingual Homographs: Evidence from Semantic Relatedness Tasks. PeerJ, 7, e6725.Rodríguez, S. M. (2009). Cognados y falsos cognados: su uso en la enseñanza del inglés. Universidad de Guadalajara.Sánchez-Gutiérrez, C., Marcos Miguel, N., & Olsen, M. (2019). Words and Textbooks: An Analysis of Vocabulary Coverage and Lexical Characteristics in L2 Spanish Textbooks. In P. Ecke & S. Rott (org.), Understanding Vocabulary Learning and Teaching: Implications for Language Program Development (pp. 78-98). Cengage.Sánchez-Gutierrez, C. H., Robles-García, P., & Párez Serrano, M. (2022). L2 Spanish Vocabulary Teaching in US Universities: Instructors’ Beliefs and Reported Practices. Language Teaching Research, 1–23. https://doi.org/10.1177/13621688221074443Schröter, P., & Schroeder, S. (2016). Orthographic Processing in Balanced Bilingual Children: Cross-language Evidence from Cognates and False Friends. Journal of Experimental Child Psychology, 141, 239-246.Song, J. D. 宋尽冬. (2009). 中国西班牙语学习者可用词汇研究初探 A Tentative Study of Chinese Spanish Learners’s Available Vocabulary. 外语与外语教学 Foreign Languages and Their Teaching, (6), 7-11.Strijkers, K., Costa, A., & Thierry, G. (2010). Tracking Lexical Access in Speech Production: Electrophysiological Correlates of Word Frequency and Cognate Effects. Cerebral Cortex, 20(4), 912-928.Zhu, Y., & Mok, P. P. K. (2018). Visual Recognition of Cognates and Interlingual Homographs in Two Non-native Languages: Evidence from Asian Adult Trilinguals. Linguistic Approaches to Bilingualism, 10(4), 441-470.18431Cuadernos de Lingüística Hispánicahttps://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/download/17531/14371https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/download/17531/15444Núm. 43 , Año 2024 : Publicación continuaPublicationOREORE.xmltext/xml2625https://repositorio.uptc.edu.co/bitstreams/9b122fd4-581a-46e3-9c08-31c414ab6716/downloadd50099d24a4d1417ab7d473f4afbc3dcMD51falseAnonymousREAD001/19285oai:repositorio.uptc.edu.co:001/192852026-09-24 16:17:26.014https://creativecommons.org/licenses/by-nc/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China

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