Article published in:
ITL - International Journal of Applied Linguistics
Vol. 131/132 (2001) ► pp. 85105
References

Références

ANTHONY, E.M.
(1952-53): The teaching of cognates. Language Learning 4/4, 79–82. CrossrefGoogle Scholar
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
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
BANTA, F.
(1981): Teaching German vocabulary: The use of English cognates and common loan words. The Modern Language Journal 65/2, 129–136. CrossrefGoogle Scholar
BEBOUT, L.
(1978): Considerations in the Use of Cognates in Second Language Teaching Materials. TESL Talk 9/4, 5–11.Google Scholar
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
BOGAARDS, P.
(1994): Le vocabulaire dans l'apprentissage des langues étrangères. Paris: Crédif, Hatier-Didier, Collection LAL.Google Scholar
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
BOROVKO, Z.I.
(1972): Some potential vocabulary problems in aural understanding. Inostrannye Yazyki v Shkole 61, 47–55.Google Scholar
BROWN, R. & MCNEILL, D.
(1966): The ”Tip of the Tongue” Phenomenon. Journal of Verbal Learning and Verbal Behavior 51, 325–337. CrossrefGoogle Scholar
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
CROSS, D.
(1978): Why Ignore Cognates? Audio-Visual Language Journal 16/2, 100–1.Google Scholar
FRIES, C.C.
(1945): Teaching and Learning English as a Foreign Language, Ann Arbor: The University of Michigan Press.Google Scholar
GARCIA, G.E.
(1991): Factors influencing the English reading test performance of Spanish speaking Hispanic children. Reading Research Quarterly 26/4, 371–392. CrossrefGoogle Scholar
HAMMER, C.
(1957): Stress the German-English Cognates! Modern Language Journal 41/4, 177–182. CrossrefGoogle Scholar
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
hammer, P. & GIAUQUE, G.
(1989): The Role of Cognates in the Teaching of French. New York: Peter Lang.Google Scholar
HAMMERLY, H.
(1982): Synthesis in Second Language Teaching. An Introduction to Languistics. Burnaby (British Columbia): Second Language Publications.Google Scholar
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
HORSELLA, M. & Sindermann, G.
(1983): The Transfer of Cognate Lexis: In search of facilitating factors in ESP. English for Specific Purposes 791, 8–16.Google Scholar
JORDENS, P.
(1977): Rules, grammatical intuitions and strategies in foreign language learning. Interlanguage Studies Bulletin 2/2, 5–76.Google Scholar
KELLERMAN, E.
(1978): Giving learners a break: Native language instructions as a source of predictions about transferability. Working Papers on Bilingualism 151, 59–92.Google Scholar
KELLY, P.
(1986): Solving the Vocabulary Retention Problem. I.T.L Review of Applied Linguistics, Leuven, 741, 1–16.Google Scholar
LADO, R.
(1957): Linguistics across Cultures. Ann Arbor: The University of Michigan Press.Google Scholar
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
LIMPER, L.H.
(1932): Student knowledge of some French-English Cognates. The French Review 61, 37–49.Google Scholar
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 appliquée 1041, 491–502.Google Scholar
MAUN, I.
(1986): Cognates and the Monitor Theory. The British Journal of Language Teaching 24/1, 29–33.Google Scholar
Miller, G.A. & Friedman, E.A.
(1957): The Reconstruction of Mutilated English Texts. Information Control 11, 38–55. CrossrefGoogle Scholar
MORRISSEY, M.
(1981): A case for friends. IRAL 19/1, 65–68.Google Scholar
MOSS, G.
(1992): Cognate Recognition: Its Importance in the Teaching of ESP Reading Courses to Spanish Speakers. English for Specific Purposes 11/2, 141–158. CrossrefGoogle Scholar
ODLIN, T.
(1989): Language Transfer - Cross-Linguistic Influence in Language Learning. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
PONS-RIDLER, S.
(1984): Oral Comprehension: A New Approach. The British Journal of Language Teaching 221, 87–102.Google Scholar
RINGBOM, H.
(1983): Borrowing and lexical transfer. Applied Linguistics 4/3, 207–212. CrossrefGoogle Scholar
(1987): The role of the First Language in Foreign Language Learning. Clevedon Philadelphia: Multilingual Matters.Google Scholar
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
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
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
SWEET, H.
(1899/1964): The Practical Study of Languages. A Guide for Teachers and Learners. London: Oxford University Press.Google Scholar
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
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
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
VYGOTSKI, L.S.
(1985): Pensée et langage. Paris: Messidor/Editions Sociales.Google Scholar
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. 161, 23–25.Google Scholar