Towards a Teaching of French to English-speaking Learners by Cognate Comprehension

Bibliographic Data

ID22299144
AuthorsJean-Michel Robert (Université de Paris VII, Alliance Française Département de Recherches Linguistiques (DRL)), Jean‐Michel Robert (Université Paris Cité, corresponding author)
Year1998
Volume121-122
Pages39-50
Publication date1998-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueITL - International Journal of Applied Linguistics (JOURNAL)
Journal identifiersISSN: 0019-0829 • E-ISSN: 1783-1490
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/itl.121-122.04rob
OpenAlexW2264790119
LanguageEN
Citations received1

Acquiring a foreign or a second language differs strongly according to the proximity of the target language and the mother tongue. In the case of distant languages, the learner tends to simplify the structure of his/her mother tongue and use semantax. On the other hand, the learner of a cognate language could consider the target language as a dialectal variant of his/her own mother tongue. The resulting adaptation would be an innate adaptation, a linguistic superposition. The didactic strategy would then consist in supervising this process of superposition and devising a teaching system based on 'cognate comprehension' of the closely related languages. Such a strategy could be used in the teaching of French to English-speaking learners, though English and French are not commonly considered closely related languages

Adaptation (eye) · Cognate · Comprehension · First language · Foreign language · Linguistics · Second language · Computer Science · French Language Learning Methods · Historical Linguistics and Language Studies · Linguistics and Discourse Analysis · Philosophy · Psychology

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