Recognition of two‐character Chinese–Japanese cognates by L1 Chinese speakers
Categorization, semantic meanings, cognate use in sentences
Bibliographic Data
| ID | 8937047 |
|---|---|
| Authors | Wenjing Duan (0009-0006-8445-7084, Zhangye China, corresponding author), Haomin Zhang (0000-0002-9439-1625, Faculty of Humanities and Social Sciences City University of Macau Macau China) |
| Year | 2025 |
| Publication date | 2025-10-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.70021 |
| OpenAlex | W4414833980 |
| Language | EN |
| References cited | 35 |
The present study investigated the impact of structural similarities on the recognition of Chinese–Japanese cognates. A total of 221 university students participated in three tasks, namely, categorization, meaning access, and word use in sentences. The categorization task required participants to categorize cognates within a 4‐s time frame, followed by a meaning access task and a word usage in sentences task. In the meaning access task, participants were required to select the correct meaning of given words. In the word use in sentences task, participants were instructed to identify incorrect usage in translated sentences. The results showed that both high and low structural similarity between two‐word Chinese–Japanese cognates affected their categorization, meaning access, and word use in sentences. Furthermore, meaning access was found to facilitate the recognition of cognates within sentences. The outcomes offer some pedagogical implications for the development of bilingual and multilingual approaches to the teaching of vocabulary and the recognition of words. The study also discussed limitations and proposed future research directions
Categorization · Cognate · Meaning (existential · Task (project management · Vocabulary · Word (group theory · Word recognition · Neurobiology of Language and Bilingualism · Phonetics and Phonology Research · Reading and Literacy Development
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| Citation velocity | historical |
|---|---|
| Highly cited | No |