Relevant bibliographies by topics / Cognate words

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Academic literature on the topic 'Cognate words'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Cognate words"

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Fernandes, Maylton Silva, Gustavo Lopez Estivalet, and Márcio Martins Leitão. "Monolíngues? Uma investigação sobre o reconhecimento de palavras cognatas português-inglês / Monolinguals? An Investigation on the Recognition of Cognate Words From Portuguese-English." Caligrama: Revista de Estudos Românicos 26, no. 2 (September 17, 2021): 155. http://dx.doi.org/10.17851/2238-3824.26.2.155-177.

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Resumo: Palavras cognatas são conhecidas por dividirem semelhanças formais e semânticas entre duas ou mais línguas, possivelmente dividindo representações no léxico mental. Nesse sentido, as palavras cognatas possuem diferentes graus de semelhança, como por exemplo pares do português-inglês: cognatos perfeitos “banana”, cognatos de alto grau “momento-moment” e cognatas de baixo grau “noite-night”. Focalizando a relação formal e independentemente do conhecimento bilíngue, como as palavras cognatas do português-inglês são reconhecidas por monolíngues? O presente artigo tem o objetivo de investigar o reconhecimento de palavras cognatas do português-inglês por monolíngues através do grau de semelhança ortográfica. Para tanto, aplicamos um experimento de julgamento de aceitabilidade entre pares de palavras cognatas. Com o objetivo de se pesquisar o grau de similaridade, utilizou-se a Distância de Levenshtein Normalizada entre as palavras cognatas. Os resultados apontaram uma correlação significativa entre o julgamento de aceitabilidade e este coeficiente. Portanto, os resultados indicaram que mesmo participantes não-bilíngues são capazes de reconhecer a granularidade da semelhança ortográfica. Ainda, de forma exploratória, foi possível determinar o coeficiente a partir do qual as palavras podem ser consideradas pares cognatos. Enfim, espera-se que o presente estudo permita uma melhor compreensão das palavras cognatas assim como provoque uma reflexão do monolinguismo. Palavras-chave: Cognatas; distância de Levenshtein; julgamento de aceitabilidade; bilinguismo.Abstract: Cognate words are known to share formal and semantic similarities between two or more languages, possibly dividing representations in the mental lexicon. In this sense, cognate words have different degrees of similarity, as for example PortugueseEnglish pairs: perfect cognates “banana”, high degree cognates “momento-moment” and low degree cognates “noite-night”. Focusing on the formal relationship and regardless of bilingual knowledge, how are cognate words in Portuguese-English recognized by monolinguals? This article aims to investigate the recognition of cognate words in Portuguese-English by monolinguals through the degree of orthographic similarity. For that, we applied an acceptability judgment experiment between cognate word pairs. In order to investigate the degree of similarity, the Normalized Levenshtein Distance was used between cognate words. The results showed a significant correlation between the acceptability judgment and this coefficient. Therefore, the results indicated that even non-bilingual participants are able to recognize the granularity of orthographic similarity. Still, in an exploratory way, it was possible to determine the coefficient from which words can be considered cognate pairs. Therefore, it is hoped that the present study allows a better understanding of cognate words as well as provoking a reflection of monolinguals.Keywords: cognate; Levenshtein distance; acceptability judgement task; bilingualism.
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Zhang, Juan, Chenggang Wu, Tiemin Zhou, and Yaxuan Meng. "Cognate facilitation priming effect is modulated by writing system: Evidence from Chinese-English bilinguals." International Journal of Bilingualism 23, no. 2 (January 10, 2018): 553–66. http://dx.doi.org/10.1177/1367006917749062.

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Aims: The present study aims to examine the cross-script cognate facilitation effect that cognates have processing advantages over non-cognates and this effect is strong evidence supporting the non-selective access hypothesis for bilinguals. Methodology: By adopting a masked translation priming paradigm, Experiment 1 used 48 Chinese–English cognates (Chinese words) and 48 non-cognates (Chinese words) as primes and their English translation equivalences as targets. Chinese–English bilinguals were instructed to judge whether the target stimuli were real words or not. In Experiment 2, another group of participants took the same lexical decision task as in Experiment 1, except that English–Chinese cognates and non-cognates (English words) served as primes and their Chinese translation equivalences were targets. Data and analysis: Response latency and accuracy data were submitted to a repeated-measures analysis of variance. Findings/conclusions: Experiment 1 showed that Chinese–English cognates (Chinese words) and non-cognates (Chinese words) produced similar priming effect, while Experiment 2 revealed that English–Chinese cognates (English words) generated a significant priming effect, whereas non-cognates (English words) failed to induce any priming effect. Overall, Chinese words did not show cognate advantage, while English words produced a significant cognate facilitation effect. These results might be attributed to different mappings from orthography to phonology in English and Chinese. Opaque mapping from orthography to phonology in Chinese hindered phonological activation and reduced Chinese–English cognate phonological priming effect. However, English–Chinese cognates benefited from transparent mapping from sound to print and thus generated a significant phonological priming effect. Implications of the current findings for bilingual word recognition models were discussed. Originality: The present study is the first to investigate the cross-script cognate facilitation effect by ensuring both the heterogeneity of primes and targets (English and Chinese) and the homogeneity of primes (Chinese or English). The results indicated that the writing systems of the primes constrained the cross-script cognate priming effect.
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BALLING, LAURA WINTHER. "Reading authentic texts: What counts as cognate?" Bilingualism: Language and Cognition 16, no. 3 (February 2, 2012): 637–53. http://dx.doi.org/10.1017/s1366728911000733.

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Most research on cognates has focused on words presented in isolation that are easily defined as cognate between L1 and L2. In contrast, this study investigates what counts as cognate in authentic texts and how such cognates are read. Participants with L1 Danish read news articles in their highly proficient L2, English, while their eye-movements were monitored. The experiment shows a cognate advantage for morphologically simple words, but only when cognateness is defined relative to translation equivalents that are appropriate in the context. For morphologically complex words, a cognate disadvantage is observed which may be due to problems of integrating cognate with non-cognate morphemes. The results show that fast non-selective access to the bilingual lexicon is conditioned by the communicative context. Importantly, a range of variables are statistically controlled in the regression analyses, including word predictability indexed by the conditional probability of each word.
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Antón, Eneko, and Jon Andoni Duñabeitia. "Better to Be Alone than in Bad Company: Cognate Synonyms Impair Word Learning." Behavioral Sciences 10, no. 8 (July 29, 2020): 123. http://dx.doi.org/10.3390/bs10080123.

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The effects of cognate synonymy in L2 word learning are explored. Participants learned the names of well-known concrete concepts in a new fictional language following a picture-word association paradigm. Half of the concepts (set A) had two possible translations in the new language (i.e., both words were synonyms): one was a cognate in participants’ L1 and the other one was not. The other half of the concepts (set B) had only one possible translation in the new language, a non-cognate word. After learning the new words, participants’ memory was tested in a picture-word matching task and a translation recognition task. In line with previous findings, our results clearly indicate that cognates are much easier to learn, as we found that the cognate translation was remembered much better than both its non-cognate synonym and the non-cognate from set B. Our results also seem to suggest that non-cognates without cognate synonyms (set B) are better learned than non-cognates with cognate synonyms (set A). This suggests that, at early stages of L2 acquisition, learning a cognate would produce a poorer acquisition of its non-cognate synonym, as compared to a solely learned non-cognate. These results are discussed in the light of different theories and models of bilingual mental lexicon.
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Post da Silveira, Amanda, Vincent J. van Heuven, Johanneke Caspers, and Niels O. Schiller. "Dual activation of word stress from orthography." Dutch Journal of Applied Linguistics 3, no. 2 (November 10, 2014): 171–98. http://dx.doi.org/10.1075/dujal.3.2.05sil.

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Studies in bilingualism have shown that words activate form-similar neighbors in both first (L1) and second (L2) languages. Accordingly, we hypothesized that the degree of form similarity between L1–L2 word pairs causes a proportional amount of prosodic transfer in L2 speech production. Thus, cognate pairs L1–L2 which bear lexical stress in the same syllable position should be facilitated in L2 production, while cognates with stress on mismatching positions L1–L2 should be inhibited. The results of a speeded word naming task with English L2 speakers showed facilitation in production of cognate words overall. Concerning word stress in L1–L2, an opposite effect was found between 2- and 3-syllable cognate words, while no effect was found for non-cognates. The effects found for cognate words correlate with form similarity and L2 lexical frequency values, corroborating the hypotheses that lexical activation in L2 is non-selective and that the bilingual lexicon is built in association between L1 and L2 at multiple levels of linguistic representation.
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Montelongo, José A., Anita C. Hernández, Roberta J. Herter, and Carissa Hernández. "Orthographic Transparency and Morphology of Spanish–English Cognate Adjectives." Psychological Reports 105, no. 3 (December 2009): 970–74. http://dx.doi.org/10.2466/pr0.105.3.970-974.

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The English and Spanish languages share over 20,000 cognates. Cognates are words that are orthographically, semantically, and syntactically similar in two languages. In 2009, Montelongo, Hernández, and Herter collected orthographic transparency ratings for over 2,000 Spanish–English cognate nouns and cognate adjectives drawn from the Juilland and Chang-Rodríguez’ Frequency Dictionary of Spanish Words. The present analysis of the cognate adjectives in the Montelongo, et al. norms identified orthographic and morphological characteristics which affected ratings of cognate transparency. The analysis identified an initial-letter effect: the earlier an English word deviates from its Spanish equivalent, the lower it is rated. Similarly, the more orthographically similar an English suffix is to its Spanish suffix equivalent, the higher its rating.
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Toassi, Pâmela Freitas Pereira, and Silvia Hedine de Albuquerque Pereira. "UNDERSTANDING COGNATE WORDS IN A FIRST CONTACT WITH ENGLISH." Caderno de Letras, no. 35 (January 19, 2020): 27. http://dx.doi.org/10.15210/cdl.v0i35.17604.

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In the present study the cognate facilitation effect was investigated by means of a translation task applied to ten participants (mean age of 44 years old) who had never taken an English course and who were skeptical about being able to learn the language. The task consisted of the translation of 40 non identical cognate words from English to Portuguese. By means of this task, we could infer if the cognate words could be understood in a first contact with English. The results were positive: more than 50% of the words presented to these participants were correctly translated into Portuguese. In addition, the present study showed that cognate words work as a motivational factor to make people inspired to learn a second language, in this case English, as reported by all of the participants of who took part in the present study. Furthermore, the findings of the present study are aligned with the literature, favoring the view that cognate words are easily recognized. This data has implications for the teaching and learning of English in the Brazilian context.Keywords: Cognates; L2 vocabulary; bilingualism.
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DRESSLER, CHERYL, MARIA S. CARLO, CATHERINE E. SNOW, DIANE AUGUST, and CLAIRE E. WHITE. "Spanish-speaking students' use of cognate knowledge to infer the meaning of English words." Bilingualism: Language and Cognition 14, no. 2 (March 11, 2011): 243–55. http://dx.doi.org/10.1017/s1366728910000519.

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This research examines the processes which native Spanish-speaking learners of English and English-only students engage in when inferring meaning for unknown English words that have Spanish cognates. Conducted within the context of a large-scale vocabulary intervention that taught word inferencing strategies, including a cognate strategy, this qualitative study describes cognate strategy use among a small sample of participants. The data suggest that explicit instruction, students' metalinguistic and metacognitive skills, and the structural characteristics of cognate pairs are associated with cognate recognition.
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Tuinman, Annelie. "Visuele Woordherkenning in Tweetaligen." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 93–101. http://dx.doi.org/10.1075/ttwia.71.09tui.

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The bilingual visual word-recognition experiment described in the article focused on the recognition of cognates, noncognates, and interlingual homographs in more and less proficient bilinguals and was designed to test the following hypotheses: 1. There is a difference in reaction time to cognate, noncognate, and interlingual homograph words compared with control words. 2. There is a difference in reaction time to cognate, noncognate and interlingual homograph words, compared with control words, between bilinguals with different levels of proficiency in their second language. Both proficiency levels recognized cognate words significantly faster than control words. Both novice and proficient bilinguals recognized noncognate words faster than control words. Low-proficiency bilinguals did not react faster to cognate words than to noncognate words, whereas the more proficient bilinguals did. This can be explained by a ceiling effect. Low-proficient bilinguals showed no effect in reaction time for interlingual homographs relative to the control words; the more proficient bilinguals showed an inhibitory effect. This could be because proficient bilinguals are more familiar with the less frequent (i.e., English) reading of the homograph.
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Squires, Lindsey R., Sara J. Ohlfest, Kristen E. Santoro, and Jennifer L. Roberts. "Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis." American Journal of Speech-Language Pathology 29, no. 4 (November 12, 2020): 2170–88. http://dx.doi.org/10.1044/2020_ajslp-19-00167.

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Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179
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Dissertations / Theses on the topic "Cognate words"

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Yan, Xin, and 晏心. "Cognate words picture naming in non-alphabetic languages : evidence from Cantonese-Mandarin bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206739.

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The majority of previous studies on cognate words have found a robust cognate facilitation effect in picture naming using alphabetic languages. Research has also identified that if the cognates do not share phonology or meaning (i.e., false cognate inhibition effect), this effect may become inhibitory. These mixed findings seem to suggest that semantics, phonology and orthography may contribute differently to cognate word processing. In this thesis, two effects, the phonological overlap effect and the orthographical overlap effect were examined independently for the first time by testing picture naming in two non-alphabetic languages: Cantonese and Mandarin. Two types of cognate words were included: cognate and semi-cognate words. The orthography of both cognate and semi-cognate words is shared between L1 and L2, but only cognate words share phonology. The thesis study included three experiments. In the preparatory experiment, an on-line rating study was conducted, whereby cognate and semi-cognate words with mono-syllabic or bi-syllabic names in Mandarin and Cantonese were rated on word AOA, frequency, picture complexity, familiarity and image agreement. From the preparatory experiments a pictorial-word corpus was selected to use in Experiments 1 and 2. In Experiment 1, Cantonese-Mandarin bilinguals named pictures in the corpus in L1 (Cantonese). By contrasting cognate and semi-cognate word naming latency, the results showed a slowed naming latency for cognate words that was marginally significant. It is argued that this finding reflects a possible inhibitory effect from the difference in stages at which competition occurs and the difference in the cognitive load of that competition for cognate and semi-cognate words. In Experiment 2, Cantonese-Mandarin bilinguals named the same pictures in L2 (Mandarin), showing a similar trend of cognate inhibition effect as that found in Experiment 1, albeit with a smaller magnitude of cognate inhibition. Taken together, the cognate inhibition effect can be explained by the different stages of cross-language competition that occur for cognate and semi-cognate words in picture naming. The cognitive load of overcoming that competition is larger for cognate than for semi-cognate words.
published_or_final_version
Speech and Hearing Sciences
Master
Master of Philosophy
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Bond, Rachel Jacqueline Psychology Faculty of Science UNSW. "Cognates, competition and control in bilingual speech production." Awarded by:University of New South Wales. Psychology, 2005. http://handle.unsw.edu.au/1959.4/22397.

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If an individual speaks more than one language, there are always at least two ways of verbalising any thought to be expressed. The bilingual speaker must then have a means of ensuring that their utterances are produced in the desired language. However, prominent models of speech production are based almost exclusively on monolingual considerations and require substantial modification to account for bilingual production. A particularly important feature to be explained is the way bilinguals control the language of speech production: for instance, preventing interference from the unintended language, and switching from one language to another. One recent model draws a parallel between bilinguals??? control of their linguistic system and the control of cognitive tasks more generally. The first two experiments reported in this thesis explore the validity of this model by comparing bilingual language switching with a monolingual switching task, as well as to the broader task-switching literature. Switch costs did not conform to the predictions of the task-set inhibition hypothesis in either experiment, as the ???paradoxical??? asymmetry of switch costs was not replicated and some conditions showed benefits, rather than costs, for switching between languages or tasks. Further experiments combined picture naming with negative priming and semantic competitor priming paradigms to examine the role of inhibitory and competitive processes in bilingual lexical selection. Each experiment was also conducted in a parallel monolingual version. Very little negative priming was evident when speaking the second language, but the effects of interlingual cognate status were pronounced. There were some indications of cross-language competition at the level of lexical selection: participants appeared unable to suppress the irrelevant language, even when doing so would make the task easier. Across all the experiments, there was no evidence for global inhibition of the language-not-in-use during speech production. Overall results were characterised by a remarkable flexibility in the mechanisms of bilingual control. A striking dissociation emerged between the patterns of results for cognate and non-cognate items, which was reflected throughout the series of experiments and implicates qualitative differences in the way these lexical items are represented and interconnected.
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Feldman, Anna. "Portable language technology: a resource-light approach to morpho-syntactic taggin." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1153344391.

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Sowers, Andrew Michael. "Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3970.

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Research has shown that cognates between Japanese and English have the potential to be a valuable learning tool (Daulton, 2008). Yet little is known on how Japanese learners of English produce cognates in context. Recently, studies have argued that cognates can cause a surprisingly high number of syntactic errors in sentence writing activities with Japanese learners (Rogers, Webb, & Nakata, 2014; Masson, 2013). In the present study, I investigated how Japanese learners of English understood and used true cognates (words that have equivalent meanings in both languages) and non-true cognates (words where the Japanese meaning differs in various ways from their English source words). Via quasi-replication, I analyzed participants' sentences to determine the interaction of true and non-true cognates on semantics and syntax. In an experimental study, twenty Japanese exchange students filled out a word knowledge scale of thirty target words (half true cognates and half non-true cognates) and wrote sentences for the words they indicated they knew. These sentences were analyzed quantitatively and qualitatively for both semantic and syntactic errors. Sentences with true cognates were semantically accurate 86% of the time, while those with non-true cognates were accurate only 62.3% of the time, which was a statistically significant difference. When the sentences were analyzed for syntax, there was no statistically significant difference in the number of errors between true and non-true cognates, which contrasts with previous research. Qualitative analysis revealed that the most problematic syntactic issue across both cognate types was using collocations correctly. Among those collocational issues, there were clear differences in the types of errors between true and non-true cognates. True cognate target words were more likely to lead to problems with prepositional collocations, while non-true cognate target words were more likely to lead to problems with verb collocations. These results suggest that for intermediate Japanese learners of English, semantics of non-true cognates should be prioritized in learning, followed by syntax of true and non-true cognates, which should be taught according to the most problematic error types per cognate status.
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Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.

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Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorganized AWL divided into four categories that are more useful for our Spanish-speaking English language learners as well as their instructors, curriculum designers, and materials writers: English-Spanish true cognates, partial cognates, false cognates, and non-cognates.
ID: 029050607; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 110-116).
M.A.
Masters
Department of Modern Languages and Literatures
Arts and Humanities
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Feldman, Anna. "Portable language technology a resource-light approach to morpho-syntactic tagging /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1153344391.

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Uchida, Emi. "The use of cognate inferencing strategies by Japanese learners of English." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327060.

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McIntyre, Mark H. "The use of MIMEOMAI and its cognates by the apostle Paul." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Babcock, Bryan C. "An exegetical analysis of [gōren] in biblical texts and its cognates in selected West Semitic texts." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p090-0320.

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Utgof, Darja. "The Perception of Lexical Similarities Between L2 English and L3 Swedish." Thesis, Linköping University, Department of Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15874.

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The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition.

It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of education do. As a consequence, the full facilitative potential of transfer remains unused.

The present research seeks to shed light on the similarity perceptions with the focus on the comprehension of a written text. In order to elucidate students’ views, a form involving similarity judgements and multiple choice questions for formally similar items has been designed, drawing on real language use as provided by corpora. 123 forms have been distributed in 6 groups of international students, 4 of them studying Swedish at Level I and 2 studying at Level II. 

The test items in the form vary in the degree of formal, semantic and functional similarity from very close cognates, to similar words belonging to different word classes, to items exhibiting category membership and/or being in subordinate/superordinate relation to each other, to deceptive cognates. The author proposes expected similarity ratings and compares them to the results obtained. The objective measure of formal similarity is provided by a string matching algorithm, Levenshtein distance.

The similarity judgements point at the fact that intermediate similarity values can be considered problematic. Similarity ratings between somewhat similar items are usually lower than could be expected. Besides, difference in grammatical meaning lowers similarity values significantly even if lexical meaning nearly coincides. Thus, the obtained results indicate that in order to utilize similarities to facilitate language learning, more attention should be paid to underlying similarities.

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Books on the topic "Cognate words"

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Lakha, Indu. Cognate words in Sanskrit and Russian. Delhi: Pratibha Prakashan, 2007.

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Benedetti, Jorge. Dictionary of true and false cognate words in alphabetical order: English-Spanish. Cincinnati, Ohio, U.S: J. Benedetti, 2004.

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Wolf, Morris. Biblical archaeology from words of lesser frequency. Derby, CT: Morris Wolf, 1999.

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Hendrickx, Jos. Dwaalduiders: Schijngelijkenis tussen Engelse en Nederlandse woorden. Leuven: Acco, 1987.

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Newberry, John. North Munda dialects: Mundari, Santali, Bhumia. Victoria, B.C: J. Newberry, 2000.

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Ṭannūs, Jurays. ʻImut naʻim: Milon ha-milim ha-zehot ṿeha-domot bi-shete ha-śafot, ha-ʻIvrit ṿeha-ʻArvit : ʻArvi-ʻIvri = Muʻjam al-wifāq : muʻjam al-kalimāt al-mutashābihah bayna al-ʻArabīyah wa-bayna al-ʻIbrīyah : ʻArabī ʻIbrī. [Ḥ.m.]: G'urais Ṭanus, 2006.

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Bangxin, Ding, and Sun Hongkai, eds. Han Zang yu yan jiu de fang fa lun tan suo. [Nanning]: Guangxi min zu chu ban she, 2004.

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Kumari, B. Syamala. Classified recall vocabulary in Malayalam. Mysore: Central Institute of Indian Languages, Ministry of Human Resource Development, Govt. of India, 1986.

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Rodríguez, Socorro Montaño. Cognados y falsos cognados: Su uso en la enseñanza del inglés. Zapopan, Jalisco, México: Universidad de Guadalajara, 2009.

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Piḷḷai, Na Naṭarāca. Classified recall vocabulary in Tamil. Mysore: Central Institute of Indian Languages, 1990.

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Book chapters on the topic "Cognate words"

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Santesteban, Mikel, and Albert Costa. "Chapter 4. Are cognate words “special”?" In Cognitive Control and Consequences of Multilingualism, 97–126. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/bpa.2.05san.

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Fang, Shuyi, and Liangyue Xu. "Creation and Significance of Database of Dictionary of Cognate Words." In Lecture Notes in Computer Science, 119–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06547-7_9.

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Jiang, Lihong, and Mingshan Ren. "“Cognate Words with Similar Pronunciation” (義存於聲) and “Interchangeable Words with Similar Pronunciation” (聲近義通) in Exegesis." In Qizhen Humanities and Social Sciences Library, 49–64. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-16-6042-9_3.

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Piasecki, Anna, and Ton Dijkstra. "Chapter 6. Cross-language influences in L2 pre-lexical and lexical processing and acquisition." In Cross-language Influences in Bilingual Processing and Second Language Acquisition, 126–51. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.06pia.

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We review how second language (L2) printed and spoken word recognition is affected by first language (L1) characteristics. First, sublexical word properties in bilingual word recognition are considered, in particular diacritical marks and Capital Letters in a script, script-specific letters, language-sensitive bigrams, and grapheme to phoneme correspondences (GPCs). Next, we focus on cross-language effects for words varying in orthographic neighbourhoods and morphological family size, cognates, and interlingual homographs. For both sublexical and lexical aspects, we examine if language membership information might be used to facilitate processing. Finally, we describe how cross-language similarities and differences play out during second language acquisition. A summary of sublexical and lexical cross-linguistic effects in L2 processing and acquisition concludes the chapter.
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Szubko-Sitarek, Weronika. "Exploring the Cognate Facilitation Effect in Multilingual Word Recognition." In Second Language Learning and Teaching, 129–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-32194-8_5.

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Möller, Robert. "13. A computer-based exploration of the lexical possibilities of intercomprehension: Finding German cognates of Dutch words." In Receptive Multilingualism, 285–305. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/hsm.6.19mol.

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Sa´nchez-Casas, Rosa, and Jose´ E. Garc´ıa-Albea. "The Representation of Cognate and Noncognate Words in Bilingual Memory: Can Cognate Status Be Characterized as a Special Kind of Morphological Relation?" In Handbook of Bilingualism, 226–50. Oxford University PressNew York, NY, 2009. http://dx.doi.org/10.1093/oso/9780195151770.003.0013.

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Abstract One of the main issues addressed in bilingual research has been how bilinguals represent and access the words from their two languages. Studies carried out in different languages suggest that the distinction between cognate (words that are similar in form and meaning) and noncognate (words only similar in meaning) translations can be relevant in determining how words are represented in the bilingual lexicon. In the present chapter, we review a program of research in which we examined the visual recognition of these two types of translations in Spanish-English and Catalan-Spanish bilinguals in experiments using the priming paradigm and the lexical decision task.
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"Handling Linguistic Asymmetries via Bilingual Punning in Conversations among Speakers of Cognate Languages." In Crossing Languages to Play with Words, 113–34. De Gruyter, 2016. http://dx.doi.org/10.1515/9783110465600-008.

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Lewis, Geoffrey. "Adverbs." In Turkish Grammar, 193–204. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198700364.003.0012.

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Abstract There is a host of reduplicated adverbial expressions, including onomato-poeic words like horul horul; see XIV, 30. Some verbs have reduplicated cognate adverbs ending in m: sürüm sürüm sürünmek ‘to grovel grovellingly’, i.e. to drag out a wretched existence; burum burum burulmak ‘to be contorted gripingly’; kvrm kvrm kvrlmak ‘to writhe convulsively’. The adverb için için ‘inwardly’ must not be confused with the postposition için ‘for’.
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Vergados, Athanassios. "The Names of the Muses." In Hesiod's Verbal Craft, 23–48. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198807711.003.0002.

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The chapter explores Hesiod’s presentation and etymology of the Muses’ names in the proem of the Theogony. The catalogue of the Muses’ names at vv. 77–9 is prepared by the preceding narrative that repeats words and word-parts cognate with these names. This implicit etymological network has a bearing on questions of poetic authority, especially since it allows Hesiod to contrast his account of the Muses’ number and names from other traditional versions reflected in textual and artistic sources. Finally, the chapter considers the implicit etymological explanation of the narrator’s name Ἡσίοδος‎ in the Theogony proem, through which he conveys the homology of his and the Muses’ task and exerts influence on the contents and organization of the Muses’ song.
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Conference papers on the topic "Cognate words"

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Stenger, I., and T. Avgustinova. "VISUAL VS. AUDITORY PERCEPTION OF BULGARIAN STIMULI BY RUSSIAN NATIVE SPEAKERS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-684-695.

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This study contributes to a better understanding of receptive multilingualism by determining similarities and differences in successful processing of written and spoken cognate words in an unknown but (closely) related language. We investigate two Slavic languages with regard to their mutual intelligibility. The current focus is on the recognition of isolated Bulgarian words by Russian native speakers in a cognate guessing task, considering both written and audio stimuli. The experimentally obtained intercomprehension scores show a generally high degree of intelligibility of Bulgarian cognates to Russian subjects, as well as processing difficulties in case of visual vs. auditory perception. In search of an explanation, we examine the linguistic factors that can contribute to various degrees of written and spoken word intelligibility. The intercomprehension scores obtained in the online word translation experiments are correlated with (i) the identical and mismatched correspondences on the orthographic and phonetic level, (ii) the word length of the stimuli, and (iii) the frequency of Russian cognates. Additionally we validate two measuring methods: the Levenshtein distance and the word adaptation surprisal as potential pr
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Onal, Inna O. "Combinatorial Potential Of A Word In Cross-Language Consideration (Based On Cognate Words)." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.92.

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Soto, Victor, Nishmar Cestero, and Julia Hirschberg. "The Role of Cognate Words, POS Tags and Entrainment in Code-Switching." In Interspeech 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/interspeech.2018-1099.

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Dinu, Liviu P., Ioan-Bogdan Iordache, and Ana Sabina Uban. "CoToHiLi at SIGTYP 2023: Ensemble Models for Cognate and Derivative Words Detection." In Proceedings of the 5th Workshop on Research in Computational Linguistic Typology and Multilingual NLP. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.sigtyp-1.15.

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Varbot, Zh. "CZECH ETYMOLOGIES." In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4099.978-5-317-07174-5/35-37.

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Object of the paper is etymological analysis of two Czech words. (1) plápoliště ‘free area; haystack' is interpreted as derivative of plápolati ‘burn' with semantic evolution of the noun *‘scorched earth' → ‘free area'→ *‘grassy scorched earth, haymaking' → ‘haystack'. (2) viziti ‘torment', vízeti se ‘perish' is interpreted as cognate with Old-Czech. súžiti ‘press', vězěti ‘be kept, be arrested' and derivative of *vęzti ‘tie'.
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Rose, Phil. "Dialect-geographical Acoustic-Tonetics: Five Disyllabic Tone Sandhi Patterns in Cognate Words from the Wu Dialects of ZhèJiāNg Province." In Interspeech 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/interspeech.2018-1130.

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Markov, Ilia, Vivi Nastase, and Carlo Strapparava. "Anglicized Words and Misspelled Cognates in Native Language Identification." In Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-4429.

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Mackay, Wesley, and Grzegorz Kondrak. "Computing word similarity and identifying cognates with pair hidden Markov models." In the Ninth Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1706543.1706551.

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Shevlyakova, Anna. "QUANTITATIVE AND SOCIOLINGUISTIC ANALYSIS OF WORDS "DREAM", "DISAPPOINTMENT" AND THEIR COGNATES IN ENGLISH, RUSSIAN AND GERMAN." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.6/s14.065.

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Fourrier, Clémentine, and Syrielle Montariol. "Caveats of Measuring Semantic Change of Cognates and Borrowings using Multilingual Word Embeddings." In Proceedings of the 3rd Workshop on Computational Approaches to Historical Language Change. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.lchange-1.10.

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