1887
Volume 131, Issue 1
  • ISSN 0019-0829
  • E-ISSN: 1783-1490
USD
Buy:$35.00 + Taxes

Abstract

Cet article traite de ridentification des congénères interlinguaux (mots dont la forme et le sémantisme sont identiques ou similaires dans deux ou plusieurs langues) par les apprenants d’une langue seconde/étrangère. Nous nous proposons d’examiner les facteurs susceptibles d’intervenir dans cette identification, soit en la facilitant, soit en y faisant obstacle. Nous distinguerons deux catégories de facteurs : a) ceux qui sont spécifiques aux apprenants; b) ceux qui sont spécifiques aux mots.

Loading

Article metrics loading...

/content/journals/10.1075/itl.131-132.05the
2001-01-01
2019-11-17
Loading full text...

Full text loading...

References

  1. ANTHONY, E.M.
    (1952-53): The teaching of cognates. Language Learning4/4, 79–82.
    [Google Scholar]
  2. ARD, J. & HOMBURG, T.
    (1983): Verification of Linguistic Transfer. Dans S. Gass & L. Selinker (red.) Language Transfer in Language Learning. Rowley, Massachusetts: Newbury House 1983, pp.157–176.
    [Google Scholar]
  3. ARNAUD, P.
    (1987): La L1 et l'acquisition- du vocabulaire d'une L2. Actes du colloque: Enseignement/apprentissage du lexique en français langue étrangère. Strasbourg, 13-14 mars 1987, pp.11–35.
    [Google Scholar]
  4. BANTA, F.
    (1981): Teaching German vocabulary: The use of English cognates and common loan words. The Modern Language Journal65/2, 129–136.
    [Google Scholar]
  5. BEBOUT, L.
    (1978): Considerations in the Use of Cognates in Second Language Teaching Materials. TESL Talk9/4, 5–11.
    [Google Scholar]
  6. BLANCHE-BENVENISTE, C.
    (1992): Actualité de l'étude comparée des langues romanes. Dialogues et cultures 37, Créer en français. Actes du VIIIe Congrès mondial de la FIPF, Lausanne 1992, pp.264–271.
    [Google Scholar]
  7. BOGAARDS, P.
    (1994): Le vocabulaire dans l'apprentissage des langues étrangères. Paris: Crédif, Hatier-Didier, Collection LAL.
    [Google Scholar]
  8. BOND, Z.S. & GARNES, S.
    (1980): Misperceptions of Fluent Speech. Dans R.A. Cole (réd.) Perception and Production of Fluent Speech. Hillsdale, New Jersey: Lawrence Erlbaum 1980, pp.115–132.
    [Google Scholar]
  9. BOROVKO, Z.I.
    (1972): Some potential vocabulary problems in aural understanding. Inostrannye Yazyki v Shkole6, 47–55.
    [Google Scholar]
  10. BROWN, R. & MCNEILL, D.
    (1966): The ”Tip of the Tongue” Phenomenon. Journal of Verbal Learning and Verbal Behavior5, 325–337.
    [Google Scholar]
  11. BROWNE, R.L.
    (1982): Aural and visual recognition of cognates and their implications for the teaching of cognate languages. PhD Dissertation, Cambridge (Massachusetts): Harvard University.
    [Google Scholar]
  12. CROSS, D.
    (1978): Why Ignore Cognates?Audio-Visual Language Journal16/2, 100–1.
    [Google Scholar]
  13. FRIES, C.C.
    (1945): Teaching and Learning English as a Foreign Language, Ann Arbor: The University of Michigan Press.
    [Google Scholar]
  14. GARCIA, G.E.
    (1991): Factors influencing the English reading test performance of Spanish speaking Hispanic children. Reading Research Quarterly26/4, 371–392.
    [Google Scholar]
  15. HAMMER, C.
    (1957): Stress the German-English Cognates!Modern Language Journal41/4, 177–182.
    [Google Scholar]
  16. HAMMER, P.
    (1975): The role of English-French Cognates in Listening and Reading Comprehension in the Learning of French as a Second Language. M.Ed. Thesis, Edmonton: University of Alberta.
    [Google Scholar]
  17. hammer, P. & GIAUQUE, G.
    (1989): The Role of Cognates in the Teaching of French. New York: Peter Lang.
    [Google Scholar]
  18. HAMMERLY, H.
    (1982): Synthesis in Second Language Teaching. An Introduction to Languistics. Burnaby (British Columbia): Second Language Publications.
    [Google Scholar]
  19. HOLMES, J. & RAMOS, R.G.
    (1993): False friends and reckless guessers: Observing cognate recognition strategies. Dans T. Huckin , M. Haynes & J. Coady (red.) Second Language Reading and Vocabulary Learning. Norwood, NJ: Ablex 1993, pp.86–108.
    [Google Scholar]
  20. HORSELLA, M. & Sindermann, G.
    (1983): The Transfer of Cognate Lexis: In search of facilitating factors in ESP. English for Specific Purposes79, 8–16.
    [Google Scholar]
  21. JORDENS, P.
    (1977): Rules, grammatical intuitions and strategies in foreign language learning. Interlanguage Studies Bulletin2/2, 5–76.
    [Google Scholar]
  22. KELLERMAN, E.
    (1978): Giving learners a break: Native language instructions as a source of predictions about transferability. Working Papers on Bilingualism15, 59–92.
    [Google Scholar]
  23. KELLY, P.
    (1986): Solving the Vocabulary Retention Problem. I.T.L Review of Applied Linguistics, Leuven, 74, 1–16.
    [Google Scholar]
  24. LADO, R.
    (1957): Linguistics across Cultures. Ann Arbor: The University of Michigan Press.
    [Google Scholar]
  25. LIGHTBOWN, P. & LlBBEN, G.
    (1984): The recognition and use of cognates by L2 Learners. Dans R.W. Andersen (red.) Second Languages: A Cross-Linguistic Perspective. Rowley, Massachusetts: Newbury House 1984, pp.393–417.
    [Google Scholar]
  26. LIMPER, L.H.
    (1932): Student knowledge of some French-English Cognates. The French Review6, 37–49.
    [Google Scholar]
  27. MASPERI, M.
    (1996): Quelques réflexions autour du rôle de la parenté linguistique dans une approche de la compréhension écrite de l'italien par des francophones débutants. Etudes de linguistique appliquée104, 491–502.
    [Google Scholar]
  28. MAUN, I.
    (1986): Cognates and the Monitor Theory. The British Journal of Language Teaching24/1, 29–33.
    [Google Scholar]
  29. Miller, G.A. & Friedman, E.A.
    (1957): The Reconstruction of Mutilated English Texts. Information Control1, 38–55.
    [Google Scholar]
  30. MORRISSEY, M.
    (1981): A case for friends. IRAL19/1, 65–68.
    [Google Scholar]
  31. MOSS, G.
    (1992): Cognate Recognition: Its Importance in the Teaching of ESP Reading Courses to Spanish Speakers. English for Specific Purposes11/2, 141–158.
    [Google Scholar]
  32. ODLIN, T.
    (1989): Language Transfer - Cross-Linguistic Influence in Language Learning. Cambridge: Cambridge University Press.
    [Google Scholar]
  33. PONS-RIDLER, S.
    (1984): Oral Comprehension: A New Approach. The British Journal of Language Teaching22, 87–102.
    [Google Scholar]
  34. RINGBOM, H.
    (1983): Borrowing and lexical transfer. Applied Linguistics4/3, 207–212.
    [Google Scholar]
  35. (1987): The role of the First Language in Foreign Language Learning. Clevedon Philadelphia: Multilingual Matters.
    [Google Scholar]
  36. ROBERT, J.-M.
    (1998): Towards a Teaching of French to English speaking Learners by Cognate Comprehension. I.T.L. Review of Applied Linguistics, Leuven, 121–122, 39–49.
    [Google Scholar]
  37. SEGUIN, H. & Treville, M.-C.
    (1992): Les congénères interlinguaux: un atout pour accélérer l'acquisition du vocabulaire et faciliter la compréhension des textes? Dans R. Courchêne et al.(réd.)L'enseignement des langues secondes axé sur la compréhension. Ottawa: Presses de l'Université d'Ottawa 1992, pp.477–487.
    [Google Scholar]
  38. SJöHOLM, K.
    (1976): A comparison of the test results in grammar and vocabulary between Finnish- and Swedish-speaking applicants for English 1974  Dans H. Ringbom & R. Palmberg (réd.) Errors Made by Finns and Swedish-Speaking Finns in the Learning of English. Âbo, Finland: Department of English, Âbo Akademi. ERIC Report ED 122628, pp.54–138.
    [Google Scholar]
  39. SWEET, H.
    (1899/1964): The Practical Study of Languages. A Guide for Teachers and Learners. London: Oxford University Press.
    [Google Scholar]
  40. THEOPHANOUS, O.
    (1994): Elaboration d'un glossaire de congénères français-grecs pour l'enseignement du français aux hellénophones. M.A. Université de Montréal.
    [Google Scholar]
  41. TREVILLE, M.-C.
    (1993): Rôle des congénères interlinguaux dans le développement du vocabulaire réceptif, application au français langue seconde. Québec: Université Laval, CIRAL, Publication B-188.
    [Google Scholar]
  42. VAN RœY, J.
    (1988): Work in progress: A parallexicon of English-French ”faux-amis”. Dans M. Snell-Hornby (réd.) Zürilex' 86 Proceedings. Tübingen: Francke 1988, pp.161–169.
    [Google Scholar]
  43. VYGOTSKI, L.S.
    (1985): Pensée et langage. Paris: Messidor/Editions Sociales.
    [Google Scholar]
  44. WEST, M.
    (1934): A note on the inferability of cognates. High Points in the Work of the High Schools of New York City. New York City: Board of Education, vol.16, 23–25.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/itl.131-132.05the
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error