527
Views
3
CrossRef citations to date
0
Altmetric
Articles

Unpacking cross-linguistic similarities and differences in third language Japanese vocabulary acquisition among Chinese college students

ORCID Icon, , , &
Pages 101-113 | Received 07 Aug 2020, Accepted 14 Dec 2020, Published online: 17 Jan 2021

References

  • August, D., M. Carlo, C. Dressler, and C. Snow. 2005. “The Critical Role of Vocabulary Development for English Language Learners.” Learning Disabilities Research & Practice 20 (1): 50–57.
  • Baird, A., N. Palacios, and A. Kibler. 2016. “The Cognate and False Cognate Knowledge of Young Emergent Bilinguals.” Language Learning 66 (2): 448–470.
  • Beinborn, L., T. Zesch, and I. Gurevych. 2014. “Readability for Foreign Language Learning: The Importance of Cognates.” ITL – International Journal of Applied Linguistics 165: 136–162.
  • Bravo, M. A., E. H. Hiebert, and P. D. Pearson. 2007. “Tapping the Linguistic Resources of Spanish/English Bilinguals: The Role of Cognates in Science.” In Vocabulary Acquisition: Implications for Reading Comprehension, edited by R. K. Wagner, A. E. Muse, and K. R. Tannenbaum, 140–156. New York: Guilford.
  • Chen, Y. 2003. “Towards Japanese Language Learners Whose Native Language is Chinese – Discussing Four Types of Words – Synonyms, Homophones, Homographs and Omissions.” A collection of articles of the 2003 autumn conference of the Japanese Language Education Institution, 174–179.
  • Costa, A., A. Caramazza, and N. Sebastian-Galles. 2000. “The Cognate Facilitation Effect: Implications for Models of Lexical Access.” Journal of Experimental Psychology: Learning, Memory, and Cognition 26 (5): 1283–1296.
  • Costa, A., M. Santesteban, and A. Caño. 2005. “On the Facilitatory Effects of Cognate Words in Bilingual Speech Production.” Brain and Language 94 (1): 94–103.
  • Cunningham, T. H., and C. Graham. 2000. “Increasing Native English Vocabulary Recognition Through Spanish Immersion: Cognate Transfer from Foreign to First Language.” Journal of Educational Psychology 92 (1): 37–49.
  • De Groot, A. M., and R. Keijzer. 2000. “What is Hard to Learn is Easy to Forget: The Roles of Word Concreteness, Cognate Status, and Word Frequency in Foreign-Language Vocabulary Learning and Forgetting.” Language Learning 50 (1): 1–56.
  • Dressler, C., M. S. Carlo, C. E. Snow, D. August, and C. E. White. 2011. “Spanish-speaking Students’ Use of Cognate Knowledge to Infer the Meaning of English Words.” Bilingualism: Language and Cognition 14 (2): 243–255.
  • Fei, X. 2015. “The Process of Learning Japanese Kanji (Chinese Character) Words in Chinese-Native Learners of the Japanese Language.” Hiroshima University Institutional Repository: Research on Learning System 1: 48–58.
  • Han, Y. 2017. “A Study of Guessing the Meaning of Chinese Japanese Cognates by Japanese Without Any Chinese Learning Experience.” Master Thesis. Inner Mongolia Normal University, Huhhot, China. http://www.cdmd.cnki.com.cn
  • Haynes, M., and I. Baker. 1993. “American and Chinese Readers Learning from Lexical Familiarizations in English Text.” In Second Language Reading and Vocabulary Learning, edited by T. Huckin, M. Haynes, and J. Coady, 130–150. Norwood, NJ: Ablex.
  • Hipfner-Boucher, K., A. Pasquarella, X. Chen, and S. H. Deacon. 2016. “Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension.” Scientific Studies of Reading 20 (5): 389–400.
  • Inoue, T., G. K. Georgiou, H. Imanaka, T. Oshiro, H. Kitamura, H. Maekawa, and R. Parrila. 2019. “Cross-script Transfer of Word Reading Fluency in a Mixed Writing System: Evidence from a Longitudinal Study in Japanese.” Applied Psycholinguistics 40 (2): 235–251.
  • Inoue, T., G. K. Georgiou, N. Muroya, H. Maekawa, and R. Parrila. 2017. “Cognitive Predictors Ofliteracy Acquisition in Syllabic Hiragana and Morphographic Kanji.” Reading and Writing 30: 1335–1360.
  • The Japan Foundation. 2018. “Abstract of the Survey of Japanese Language Educational Institutions in 2018 – Current Situation of Overseas Japanese Language Education.” https://www.jpf.go.jp/j/about/press/2019/dl/2019-029.pdf.
  • Jiménez, R. T., G. E. García, and P. D. Pearson. 1996. “The Reading Strategies of Bilingual Latina/o Students Who Are Successful English Readers: Opportunities and Obstacles.” Reading Research Quarterly 31 (1): 90–112.
  • Ke, S. E., and K. Koda. 2017. “Contributions of Morphological Awareness to Adult L2 Chinese Word Meaning Inferencing.” The Modern Language Journal 101 (4): 742–755.
  • Koda, K. 2017. “Learning to Read Japanese.” In Learning to Read Across Languages and Writing Systems, edited by L. Verhoeven and C. Perfetti, 31–56. Cambridge: Cambridge University Press.
  • Komori, W., K. Tamaoka, and A. Shindo. 2008. “ The Process Mechanism of Cognates of Japanese Learners Whose Native Language is Chinese-as Synonyms and Homographs for Examples.” Japanese Linguistics 23: 81–94.
  • Kono, R. 1975. Iwaha Kouza: Japanese Orthography. Tokyo: Iwaha bookstore.
  • Li, Q. 1990. “A Comparison Between Chinese Common Vocabulary and Japanese Corresponding Chinese Vocabulary Corresponding Discussion of Chinese Vocabulary Teaching to Japanese.” Selected papers of the third international Chinese Teaching Seminar.
  • Li, B. 2014. “An Analysis of the Condition of Acquisition of Chinese-Japanese Different Cognates of Japanese Overseas Students.” Overseas Chinese Language and Culture Education 4: 423–431.
  • Lien, G. 2013. “Awareness of Chinese-Japanese Cognates for Taiwanese Who Learn Japanese.” J.F. Oubirin Gengo Kyouiku Ronsou 9: 51–66.
  • Liu, F. 2006. “A Comparative Study of Chinese and Japanese Cognates in Syllabus of HSK.” Chinese Language Learning 6: 41–46.
  • Lu, B. 2000. A Comparative Study of Chinese-Japanese Cognates and Implication of Chinese Language Teaching for Japanese. Collection of Essays for Chinese and Japanese Language. Beijing: Beijing Press.
  • Malabonga, V., D. M. Kenyon, M. Carlo, D. August, and M. Louguit. 2008. “Development of a Cognate Awareness Measure for Spanish-Speaking English Language Learners.” Language Testing 25 (4): 495–519.
  • Matsumi, N., X. Fei, and F. Cai. 2012. Second Language Acquisition and Language Education (Part 1, Article 2). Tokyo: Kuroshio Shuppan Press.
  • Méndez-Pérez, A., A. E. Peña, and L. M. Bedore. 2010. “Cognates Facilitate Word Recognition in Young Spanish-English Bilinguals’ Test Performance.” Early Childhood Services 4: 55–67.
  • Nagy, W. E., G. E. García, A. Y. Durgunoğlu, and B. Hancin-Bhatt. 1993. “Spanish-English Bilingual Students’ use of Cognates in English Reading.” Journal of Reading Behavior 25 (3): 241–259.
  • Nassaji, H. 2004. “The Relationship Between Depth of Vocabulary Knowledge and L2 Learners’ Lexical Inferencing Strategy use and Success.” The Canadian Modern Language Review 61: 107–134.
  • Nation, I. S. P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
  • Otwinowska, A., M. Foryś-Nogala, W. Kobosko, and J. Szewczyk. 2020. “Learning Orthographic Cognates and non-Cognates in the Classroom: Does Awareness of Cross-Linguistic Similarity Matter?” Language Learning 70 (3): 685–731.
  • Otwinowska, A., and J. M. Szewczyk. 2019. “The More Similar the Better? Factors in Learning Cognates, False Cognates and non-Cognate Words.” International Journal of Bilingual Education and Bilingualism 22 (8): 974–991.
  • Proctor, C. P., and E. Mo. 2009. “The Relationship Between Cognate Awareness and English Comprehension among Spanish–English Bilingual Fourth Grade Students.” TESOL Quarterly 43 (1): 126–136.
  • Pulido, D. 2003. “The Effects of Topic Familiarity and Passage Sight Vocabulary on L2 Lexical Inferencing and Retention Through Reading.” Applied Linguistics 28: 66–86.
  • Qu, W. 2006. “A Comparative Study of Chinese-Japanese Cognates.” Journal of Liaoning Normal University (Version of Social Science) 6: 34–37.
  • Rosselli, M., A. Ardila, M. B. Jurado, and J. L. Salvatierra. 2014. “Cognate Facilitation Effect in Balanced and non-Balanced Spanish–English Bilinguals Using the Boston Naming Test.” International Journal of Bilingualism 18 (6): 649–662.
  • Schepens, J., T. Dijkstra, and F. Grootjen. 2012. “Distributions of Cognates in Europe as Based on Levenshtein Distance.” Bilingualism: Language and Cognition 15 (1): 157–166.
  • Schubert, T., R. Gawthrop, and S. Kinoshita. 2018. “Evidence for Cross-Script Abstract Identities in Learners of Japanese Kana.” Memory & Cognition 46 (6): 1010–1021.
  • Souza, V. F. D. 2003. “The Role of Cognates in Reading Comprehension: A Cognitive Perspective.” Unpublished Doctoral Dissertation. Universidade Federal de Santa Catarina, Florianópolis, Brazil. http://repositorio.ufsc.br/xmlui/handle/123456789/84870.
  • Taylor, I., and M. Taylor. 2014. Writing and Literacy in Chinese, Korean, and Japanese (Studies in Written Language and Literacy 14) (2nd ed.). Philadelphia, PA: John Benjamins.
  • Uitdenbogerd, A. 2005. “Readability of French as a Foreign Language and Its Uses.” In ADCS 2005: The Tenth Australasian Document Computing Symposium (19–25). University of Sydney.
  • Wan, L. 2004. “A Comparative of Chinese-Japanese Cognates.” Doctoral Dissertation: East China Normal University.
  • Wang, S. 1999. Misunderstandings Caused by Chinese-Japanese Cognates in Learning Chinese for Japanese. Collection of Essays of Chinese and Foreign Language Comparison and Error Analysis. Beijing: Beijing University Press.
  • Wang, X. 2009. “An Analysis of Japanese Loan Words in Modern Chines on the Perspective of Language Contact.” Journal of Japanese Language Study and Research 04: 12–20.
  • Wang, Y. 2013. “The Study of Negative Transfer of Chinese-Japanese Cognates on Chinese Learning of Japanese Students.” Master’s Thesis: Lan Zhou University.
  • Wei, N. 2017. “The Perceptual Similarity of Chinese and Japanese Pronunciation on 2-Kanji Vocabulary: From the Perspective of Native Chinese Speakers Learning Japanese.” Area Studies of Tsukiba University 38: 113–126.
  • Xiu, G. 2011. “Reflection on Japanese Language Education for College in China During Transition Period.” Journal of Japanese Language Study and Research 4 (155): 1–6.
  • Xiu, G. 2018. “Transformation and Development on Japanese Language Education for College in China in new era.” Journal of Japanese Language Study and Research 1 (194): 75–79.
  • Zeng, B. 1988. “Basic observation of Japanese-Chinese cognates.” Meiji Gakuin Review 424: 61–96.
  • Zhang, J. 2018. “Background Factors for Judgements of Phonological Similarities by Native Japanese Speakers on Chinese-Japanese Cognates.” Studia Linguistica 32: 61–78.
  • Zhang, H., and K. Koda. 2018. “Vocabulary Knowledge and Morphological Awareness in Chinese as a Heritage Language (CHL) Reading Comprehension Ability.” Reading and Writing 31 (1): 53–74.
  • Zhu, Y. 2009. “A Study Towards Chinese-Japanese Cognates Based on Chinese Vocabulary Teaching for Japanese.” Modern Chinese 6: 115–118.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.