Learning Spanish (L3) and forgetting English (L2)? Intervention of cognates teaching in lexical production in China: a longitudinal comparative study
DOI:
https://doi.org/10.32870/mycp.v14i42.934Keywords:
CLI, bilingual cognates, vocabulary intervention, cognate awareness, cognate strategyAbstract
This article was based on a 14-week longitudinal study to analyze the role of bilingual (English-Spanish) cognates in learning Spanish as a third language (L3) in China. Using lexical production tasks, it examined learners’ cognate awareness, strategies, and recognition under cross-linguistic influence. The results show that explicit instruction of L2-L3 cognates significantly enhanced cognate awareness, reinforcing metalinguistic skills at morphological and semantic levels. The findings also reveal a motivational dimension, as learners intentionally applied cognate strategies in multilingual lexical production.Downloads
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