Inductive Strategies for Teaching Spanish-English Cognates
Bibliographic Data
| ID | 9859645 |
|---|---|
| Authors | David Garrison (0000-0002-1167-3249, corresponding author) |
| Year | 1990 |
| Volume | 73 |
| Issue | 2 |
| Pages | 508 |
| Publication date | 1990-05-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/342861 |
| OpenAlex | W2045364538 |
| Language | EN |
| Citations received | 3 |
English-speaking students of Spanish quickly learn to identify cognates - words in the two languages that "look alike & have the same or similar meanings" because they are etymologically related. Here, four ways are suggested to help students with the process of learning & using cognates: (1) the teacher can make students at all levels more aware of cognates by handing out a dittoed list of basic cognate patterns & asking them to guess new words based on these patterns; (2) one can explain & reiterate to students the rule-of-thumb for educated guesses: abstract or erudite words usually have corresponding cognates in Spanish (concept - concepto), whereas the common, concrete, everyday words usually do not (hammer - martillo); (3) it is helpful to test on cognates & to give partial credit for guesses that are not correct but show an awareness of relevant cognate patterns; & (4) instead of simply telling students new words, it is better to ask, eg, if communication is "comunicacion," how does one say transportation
Linguistics · Mathematics education · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning
| Citations per year | 0.18 |
|---|---|
| Citation span | 2009 - 2024 (16) |
| Highly cited | No |