Publisher： Cambridge University Press
E-ISSN： 1469-1841|14|2|243-255
ISSN： 1366-7289
Source： Bilingualism: Language and Cognition, Vol.14, Iss.2, 2011-03, pp. : 243-255
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Abstract
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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