Lexical and Conceptual Representations in More‐and Less‐Skilled Bilinguals
The Role of Cognates
Bibliographic Data
| ID | 8937276 |
|---|---|
| Authors | Carolyn Gascoigne (University of Nebraska at Omaha, corresponding author) |
| Year | 2001 |
| Volume | 34 |
| Issue | 5 |
| Pages | 446-452 |
| Publication date | 2001-09-01 |
| 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/j.1944-9720.2001.tb02084.x |
| OpenAlex | W2097549805 |
| Language | EN |
| References cited | 13 |
Models of bilingual memory allow language teachers and psycholinguists to propose and visualize mental relationships within and between languages. Following a review of the most common mental models, this article describes a study comparing the translation of cognates from French into English by more‐ and less‐skilled bilinguals. Results of this preliminary study, wherein more‐skilled bilinguals experienced significantly greater translation onset intervals than less‐skilled bilinguals, suggest that a new model unique to the cognate must be considered. Pedagogical implications based on the study, and stemming from the proposed cognate model, are presented
Biology · Cognate · Cognition · Cognitive psychology · Language proficiency · Linguistics · Mathematics education · Neuroscience of multilingualism · Psycholinguistics · Second language · Translation (biology · EFL/ESL Teaching and Learning · Neurobiology of Language and Bilingualism · Psychology · Second Language Acquisition and Learning
| Highly cited | No |
|---|