Carolyn Gascoigne (PhD, Florida State University)is Assistant Professor of French and Second Language Acquisition at the University of Nebraska at Omaha.
Lexical and Conceptual Representations in More-and Less-Skilled Bilinguals: The Role of Cognates
Article first published online: 31 DEC 2008
© 2001 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 34, Issue 5, pages 446–452, September 2001
How to Cite
Gascoigne, C. (2001), Lexical and Conceptual Representations in More-and Less-Skilled Bilinguals: The Role of Cognates. Foreign Language Annals, 34: 446–452. doi: 10.1111/j.1944-9720.2001.tb02084.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
Abstract: Models of bilingual memory allow language teachers and psycholinguists to propose and visualize mental relationships within and between languages. Following a review of the most common mental models, this article describes a study comparing the translation of cognates from French into English by more- and less-skilled bilinguals. Results of this preliminary study, wherein more-skilled bilinguals experienced significantly greater translation onset intervals than less-skilled bilinguals, suggest that a new model unique to the cognate must be considered. Pedagogical implications based on the study, and stemming from the proposed cognate model, are presented.