Composition Esssay Defense

The negative influence of l1 when learning false cognates

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Daysi Berenice Escobar Cerrato

Table of content

02.Body Paragraph

01. Introduction

03. Conclusions

04. References

1.Summary 2.Suggestions

1. Definitions 2. Thesis statement

Apa 7th Edition

Body paragraph 1: The consequences of negative transfer. Body paragraph 2: Intrinsic and Extrinsic factors Body paragraph 3: The type of cognates.

.01

Introduction

Background

According to Cortes (2005) language transfer refers to the phenomenon where a new language is influenced by the aspects in the mother tongue which can either facilitate or impede learning likewise, language transfer can be either negative that refers to the negative influence the mother tongue has on the L2, or positive resulting when those similarities in the first language and the foreign language used to simplify the learning process.

Most work on L2 English academic writing requires students to demonstrate plenty of success with issues such as grammar, spelling, and language transfer when learning false cognates

Thesis statement

• This essay will attempt to demonstrate False friends are controversial for EFL Students due to The Negative transfer, intrinsic and extrinsic factors and classification of cognates.This essay will first explain the consequences of negative transfer, namely the factors that determine the amount of false cognates’ difficulty intrinsic and extrinsic and the types of cognates.

.02

Essay Body

Consequences of Negative transfer

Supporting paragraph#1

Underproduction Learners produce few or not examples of target language .

Age Adults are more likely to be transferred than children because children sometimes are not even aware of using different languages.

Misinterpretation some structures in the mother tongue can affect the interpretation of L2 information.

Production errors Example: responsable instead of responsible

The influence of negative transfer is a true learning problem when writing due to the repercussions of the negative transfer.

Where he live? (Where does he live?)

Essay Body

Supporting Paragraph#2

Intrinsic Factors

When it comes to using False friends, English learners find two types of factors that establish a level of frustration in the learning process Intrinsic and Extrinsic factors.

• The complex nature of False cognates as an example, the word realizar instead to realize .

• Multiple similar-looking Words ( True cognates)

Extrinsic Factors

• Space limitations

• Language learners are confident to take advantage of true cognates

Essay Body

Supporting Paragraph#3

• Total false cognates that show a clear semantic difference in both languages.
• Partial false cognates some meanings of the words are similar in both languages but other meanings are different .
• Interlingual homographs are words from different languages that have the same spelling pattern but unrelated meanings.

Partial False cognates

• Admirar: It can mean "to admire."
• While conducir can mean “to conduct,” it more commonly means “to drive”.

Total false friends

• Embarrassed /Pregnant
• Assist / Attend
• Constipated/Constipado

Interlingual Homographs

• Pie in Spanish means foot while the English meaning is related to an apple dessert.
• Bat
• Train

False Friends

A sentence such as: My nose is bleeding because I am very constipated could be embarrassing when uttered by a Spanish person in front of an English person with no knowledge of Spanish. Constipated in English means “having difficulty to get rid of solid waste from one’s body”, this has nothing to do with what the Spanish speaker means in this utterance. This speaker tries to say that “he has a tremendous cold” not that he suffers from constipation.

03

Conclusion

SUMMARY

In summary, learning False cognates is crucial in English academic writing because of the similarities languages use to share. On the other hand, this research paper has discussed three key areas of possible issues when learning false friends or deceptive cognates has argued that is important to require into consideration the negative transference of L1 non-native speakers has as well as, the typology of cognates, and the Internal and external components that settle a degree of complexity within the learning journey.

Conclusion

Recommendations

Several strategies should be incorporated for the teaching of false cognates and learners must first memorize that the L2 word form does not correspond to the same concept in L2 as in L1, and only then can students begin to associate the word form with the L2 meaning of the false cognate so, this will help non-native speakers to avoid the incorrect usage of them and therefore the failure in the learning process.

SINGNIFICANCE

The foremost notable similarities between lexicons of two languages are false cognates, and to overcome this challenge EFL students should take false cognates in their curriculum and bear in mind the semantic fields because without a proper understanding of their meanings it is tricky to reach efficiency in a language.

References

.04

Abou-Khalil, V. (2018, March). Research Gate / Learning False cognates across contexts. Kyoto Univerisity: https://www.researchgate.net/publication/323655545_Learning_false_friends_across_contexts Alonzo, G. (2017, June). TFG ESTUDIS ANGLESOS/Universidad Autonoma de Barcelona. https://ddd.uab.cat/pub/tfg/2017/179972/SOLE_ALONSO_GEMMA_TFG.pdf Argynbayev, A. (2014). Semanticscholar.org/ Consequences of Negative Transfer. Faculty of Philology and Educational Sciences, Suleyman Demirel University, Kaskelen, Kazakhstan: https://pdfs.semanticscholar.org/8a3f/466e74d85889fea60bdb7eb8f3787d8225d9.pdf Beltran, R. C. (2008). Dialnet.unirioja.es. Retrieved from TOWARDS A TYPOLOGICAL CLASSIFICATION OF FALSE .: https://dialnet.unirioja.es/descarga/articulo/2198562.pdf Cortes, N. C. (2005, September ). DIALNET. Retrieved from Negative transfer when learning: https://dialnet.unirioja.es Dijkstra, T. (1999, March ). Journal Of Memory and Language. Recognition of cognates and Interlingual Homographs: https://www.andrew.cmu.edu/user/natashat/bilingualism/dijkstra.pdf Frantzen, D. (2008, 31 December ). Wiley Online Library. Foreign Language Annals/1998 Indiana University: https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1944-9720.1998.tb00571.x

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