DOCSLIB.ORG

Pdf List of False Cognates, with Which Persian Chamizo Dominguez, P

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Pdf List of False Cognates, with Which Persian Chamizo Dominguez, P English and Persian Cognates/Pseudo Cognates-A Cross-Linguistic Investigation [PP: 21-34] Amin Marzban Department of Foreign Languages, Sepidan Branch, Islamic Azad University, Sepidan, Iran Shahrzad Chahardahcherik Department of Foreign Languages, Sepidan Branch, Islamic Azad University, Sepidan, Iran ARTICLE INFO ABSTRACT Article History Different world languages have a lot of contact with each other and have had The paper received on: different influences on one another. Cognates, words which are similar across 15/01/2015 two or more languages in some aspects, especially with regard to Accepted after peer- pronunciation, portray an interesting and relevant aspect of foreign/second review on: language translation and research. This study intended to identify a type of 28/02/2015 cognate words called false cognates in Persian and English, words which have Published on: the same form in two languages but represent different meanings, and tried to 07/03/2015 study and determine the historical relations between English and Persian words. It also aimed to trace their route back from Proto Indo-European Keywords: languages to the modern languages. To this end, the related literature was gone Back borrowing, through and a sufficient corpus of information has been revealed. Afterwards, Borrowing, authentic monolingual dictionaries in both Farsi and English languages were Cross-linguistic consulted to provide definitions for the cognates and allow for their cross- investigation linguistic comparison. The findings revealed that most of such problematic False cognates, cognates with different meanings in Farsi and English as found through this True cognates, study are likely to be confusing and deceptive for Farsi-speaking EFL learners. The findings also pointed to the need for this line of research to receive more scholarly attention. The study of true and false cognates has some implications for contrastive analysts, error analysts, translators, translation theorists, foreign language teachers, curriculum designers, as well as lexicographers and lexicologists. Suggested Citation: Marzban, A. & Chahardahcherik, S. (2015). English and Persian Cognates/Pseudo Cognates-A Cross- Linguistic Investigation. International Journal of English Language & Translation Studies. 3(1), 21-34. Retrieved from http://www.eltsjournal.org International Journal of English Language & Translation Studies ISSN: 2308-5460 Volume: 03 Issue: 01 January-March, 2015 1. Introduction continuation of Latin. Old Persian was used 1.1 Linguistic Evidence in the Indo by Achaemenian kings for official European Family inscriptions engraved on imperial monuments or high on rock cliffs, in a A staggering consequence of linguistic th cuneiform script which practically nobody research in the 19 century was the could read. The administrative language was recognition that some languages show Aramaic. As to the possible oral literary use correspondences of form that cannot be of Old Persian, we know nothing. because of chance convergences, borrowing After the Greek rule and the among the languages, or the global subsequent period of Parthian domination, it characteristics of human language. Such reappears in the shape of middle Persian as similarities; therefore, can only be the result the dominant language in the South of Iran. of the languages in question having sprung In the third century A.D, the inscriptions of from a common source language in the past; the first Sasanian kings were written in three these languages are said to be related and languages; Middle Parthian, Middle Persian, belong to one language family. It can and Greek. Parthian was the language of the therefore be easy to model such linguistic Parthian rulers, who had progressively genetic relationships via ‘family tree’, extended their empire from northern showing the genealogy of the languages Khorasan throughout the whole country of claimed to be related. Persia (i.e. Iran) and eventually settled their Many such language families can be capital in Ctesiphon in Mesopotamia. identified. The languages within each family Middle Persian was the language of the new exhibit interesting formal correspondences Sasanid rulers, who had risen in Pars, in their phonology, overall structure, and overcome the Parthian king. Both Parthian vocabulary that link them together. The and Middle Persia were official languages source language, generally called ‘Proto- and they were the most wide spread Indo-European’ was spoken 6500 years ago colloquial languages as well. and has provoked hundred languages, in ten During the four centuries of Sasanian major branches. It includes the Romance rule, there happened considerable changes in languages (Spanish, French, Latin, Italian, the language situation of Iran. Parthian Portuguese), the Slavic languages (Russian, dialect was soon removed from official use. Polish, Bulgarian, Illyrian), the Germanic From the fourth century on-wards, all languages (English, German, Swedish, inscriptions appear in Sasanid Persian only. Dutch, Norwegian, Danish, etc.), the Celtic There are still many Parthian-like dialects in languages (Welsh, Irish Gaelic, Scottish the North-Western provinces of Iran. It is Gaelic), Baltic languages (Lithuanian, obvious that in the Sasanid period, Persian Latvian), Greek, Armenian, and Albanian. as a spoken language spread widely outside 1.2 Adventures of Persian southern Iran, towards the North and the The great historian James East, it completely replaced the Parthian Darmesteter (1883) in his 'Etudes original dialect. After the Arab conquest, the Iraniennes', demonstrated that New Persian colloquial use of Persian was extended till is the medieval and modern continuation of further East by Muslim soldiers and the old Persian language of Darius and merchants. Eventually, it superseded the Xerxes, just as Italian or French are modern original local languages. Literary middle Cite this article as: Marzban, A. & Chahardahcherik, S. (2015). English and Persian Cognates/Pseudo Cognates- A Cross-Linguistic Investigation. International Journal of English Language & Translation Studies. 3(1), 21-34. Retrieved from http://www.eltsjournal.org Page | 22 International Journal of English Language & Translation Studies ISSN: 2308-5460 Volume: 03 Issue: 01 January-March, 2015 Persian, however, was not yet out of use. It the continent were Germanic tribes, called was practically restricted to the Zoraostrian ‘barbarians’ by arrogant Romans. Theirs communities and their religious writings. was really a rather primitive stage of Nearly, at the same time, a new literary development, compared with the high instrument was created in the East on the civilization of Rome. They were primitive basis of the colloquial language of those cattle-breeders and knew nothing about land regions. Thus, Modern Persian is originally cultivation. Their language contained only an Iranian dialect of South-West which, as a Indo-European and Germanic elements. spoken language, progressively spread from Over the fifth century A.D., several of the South to the North and the East, until in the Germanic tribes (the Angles, the Saxons, the extreme North-East it became a literary and the Jutes) migrated across the sea now language, which in turn spread out to the known as the English Channel to the British West and South and ultimately was Isles. There they were confronted by the cultivated in a large part of Asia. Celts, the original inhabitants of the Isles. 1.3 English Language History The Celts violently defended their land Today, the extensive advances in against the invaders, but they were no match linguistics and in ELT and EFL require us, for the military-minded Teutons and teachers of English, to know well not only gradually yielded most of their territory. the language itself but also about the Through their numerous contacts with the language. The same is true for the English defeated Celts, the Germanic tribes absorbed vocabulary. Here, the reasons for the a number of Celtic words, such as bald, percentage of borrowings in the English down, bard, and cradle. Especially, language are explained. Explanations for numerous among the Celtic borrowings this should be sought in the momentous were place names, names of rivers and hills. history of England. If the origin of the The Germanic tribes occupied the English vocabulary is to be summarized, it land, but the names of many parts and can be approximately called Anglo-Saxon, features of their territory remained Celtic. Norman, Scandinavian and French. The seventh century A.D. was significant for However, the borrowings are not confined the Christianisation of England. Latin was only to these languages. There are the official language of the Christian borrowings from Arabic, Turkish, Indian Church, and consequently, the spread of and many others. Some of the borrowings Christianity was accompanied by a new have been fully adapted to the phonetic period of Latin borrowings. From the end of system of the English language, while others the 8th century to the middle of the 11th look and sound as loan words. century England underwent several The English language can be regarded Scandinavian invasions which inevitably left as the most hospitable language in the their trace on English vocabulary. Here are world. Explanations for this should be some examples of early Scandinavian sought in the history of the nation speaking borrowings: call, take, cast, die, law. In the language. A brief overview of some 1066, with the famous Battle of Hastings, historical
Load more

Recommended publications
  • On the Persian Compound Verb
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by K-State Research Exchange ON THE PERSIAN COMPOUND VERB BRIAN LEANDER O'NEILL B. S., Kansas State University, 1972 A MASTER'S THESIS submitted in partial fulfillment of the requirements for the degree MASTER OF ARTS Department of Speech KANSAS STATE UNIVERSITY Manhattan, Kansas 1978 Approved "by: LO CONTENTS osi C 2- Introduction 1 Preliminaries: Historical 3 Preliminaries: Grammatical 6 The Compound Verb 14 Conclusion 38 Notes 39 Bibliography kh Introduction Many authors have noted the preponderance of what we shall he referring to as compound verb constructions in the Persian language. In fact, the major portion of verbal forms in Persian are compounds, composed of some initial non-verbal element and a second purely verbal element. Perhaps because Persian has not been subjected to intensive analysis these constructions have remained poorly described. The aim of this thesis is to examine the compound verb and to determine its status as an element in the grammar of Persian. 1 In the past few years several analyses of various aspects of Persian have appeared, often employing a transformationally based theoretical framework. 2 Preceding these were a number of normative and descriptive works. Included among the former are the much older works by Hadley (1776), Jones (1771) and an anon- ymous work published in 1790 that was written for the Persian speaker learning English. More recently, Lambton (1966) and Elwell-Sutton (19^3) have written grammars to be employed by students of the language. Additionally, there have been a num- ber of phrase books of the type edited by C.
    [Show full text]
  • Harmony of Babel Harmony of Babel Profiles of Famous Polyglots of Europe
    In the late 1980s the distinguished interpreter Kató Lomb researched historical and contemporary lomb polyglots in an effort to understand their linguistic feats. Among her fellow polyglots she asked: “When can we say we know a language?” “Which is the most important language skill: grammar, vocabulary, or good pronunciation?” harmony “What method did you use to learn languages?” “Has it ever happened to you that you started learning a language, but could not cope with it?” of “What connection do you see between age and babel language learning?” “Are there ‘easy’ and ‘difficult,’ ‘rich’ and ‘poor,’ ‘beautiful’ and ‘less beautiful’ languages?” :Europe Polyglots of Famous of Profiles “What is multilingualism good for?” The answers Lomb collected from her interlocutors are singular and often profound. Grounded in real-world experience, they will be of interest to linguaphiles who are seeking to supplement their theoretical knowledge of language learning. kató lomb (1909–2003) was called “possibly HARMONY the most accomplished polyglot in the world” by linguist Stephen Krashen. One of the pioneers of simultaneous interpreting, Lomb worked in 16 languages in her native Hungary and abroad. She wrote several books on language and language of BABEL learning in the 1970s and 1980s. Profiles of Famous Polyglots of Europe http://tesl-ej.org KATÓ LOMB berkeley · kyoto HARMONY of BABEL HARMONY of BABEL profiles of famous polyglots of europe KATÓ LOMB Translated from the Hungarian by Ádám Szegi Edited by Scott Alkire tesl-ej Publications Berkeley, California & Kyoto, Japan Originally published in Hungary as Bábeli harmónia (Interjúk Európa híres soknyelvű embereivel) by Gondolat, Budapest, in 1988.
    [Show full text]
  • An Introduction to Old Persian Prods Oktor Skjærvø
    An Introduction to Old Persian Prods Oktor Skjærvø Copyright © 2016 by Prods Oktor Skjærvø Please do not cite in print without the author’s permission. This Introduction may be distributed freely as a service to teachers and students of Old Iranian. In my experience, it can be taught as a one-term full course at 4 hrs/w. My thanks to all of my students and colleagues, who have actively noted typos, inconsistencies of presentation, etc. TABLE OF CONTENTS Select bibliography ................................................................................................................................... 9 Sigla and Abbreviations ........................................................................................................................... 12 Lesson 1 ..................................................................................................................................................... 13 Old Persian and old Iranian. .................................................................................................................... 13 Script. Origin. .......................................................................................................................................... 14 Script. Writing system. ........................................................................................................................... 14 The syllabary. .......................................................................................................................................... 15 Logograms. ............................................................................................................................................
    [Show full text]
  • Evidence for the Parasitic Model of Vocabulary Development
    The automatic cognate form assumption: Evidence for the parasitic model of vocabulary development CHRISTOPHER J. HALL Abstract The Parasitic Hypothesis, formulated to account for early stages of vocabu- lary development in second language learners, claims that on initial exposure to a word, learners automatically exploit existing lexical material in the L1 or L2 in order to establish an initial memory representation. At the level of phonological and orthographic form, it is claimed that significant overlaps with existing forms, i.e. cognates, are automatically detected and new forms are subordinately connected to them in the mental lexicon. In the study re- ported here, English nonwords overlapping with real words in Spanish (pseu- docognates), together with noncognate nonwords, were presented to Spanish- speaking learners of English in a word familiarity task. Participants reported significantly higher levels of familiarity with the pseudocognates and showed greater consistency in providing translations for them. These results, together with measures of the degree of overlap between nonword stimuli and transla- tions, were interpreted as evidence for the automatic use of cognates in early word learning. 1. Introduction1 1.1. The role of cognates in vocabulary development The facilitating role of cognates in the L2 vocabulary learning process has long been recognized (cf. Sweet 1972 [1899]). Cognates are words in two or more languages which share phonological and/or orthographic form, and normally (but not necessarily) are also related semantically. Ringbom (1987: 41) makes the commonsense observation that “[w]hen both phonological and semantic similarity work together, the effect is like that of a magnet attracting a new word to be stored in the learner’s mental lexicon when he meets it for the Þrst time”.
    [Show full text]
  • A Comparative Study of the Phenomenon of False Friends in SMG and CSG
    Universidad de Málaga Facultad de Filosofía y Letras Departamento de traducción, traductología e interpretación A comparative study of the phenomenon of false friends in SMG and CSG PhD thesis submitted by Constantinia Chatzopoulou Supervised by Pedro José Chamizo Domínguez AUTOR: Constantinia Chatzopoulou http://orcid.org/0000-0003-1617-4008 EDITA: Publicaciones y Divulgación Científica. Universidad de Málaga Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial- SinObraDerivada 4.0 Internacional: http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode Cualquier parte de esta obra se puede reproducir sin autorización pero con el reconocimiento y atribución de los autores. No se puede hacer uso comercial de la obra y no se puede alterar, transformar o hacer obras derivadas. Esta Tesis Doctoral está depositada en el Repositorio Institucional de la Universidad de Málaga (RIUMA): riuma.uma.es Intralinguistic false friends: A comparative study of the phenomenon of false friends in SMG and C(S)G Table of Contents Table of Contents ................................................................................................................................................ i Acknowledgments ........................................................................................................................................... iv Abbreviations ........................................................................................................................................................ General Introduction
    [Show full text]
  • Persian Basic Course: Units 1-12. INSTITUTION Center for Applied Linguistics, Washington, D.C.; Foreign Service (Dept
    DOCUMENT RESUME ED 053 628 FL 002 506 AUTHOR Obolensky, Serge; And Others TITLE Persian Basic Course: Units 1-12. INSTITUTION Center for Applied Linguistics, Washington, D.C.; Foreign Service (Dept. of State), Washington, D.C. Foreign Service Inst. PUB DATE May 63 NOTE 397p. EDRS PRICE EDRS Price MF-$0.65 HC-$13.16 DESCRIPTORS Grammar, *Instructional Materials, *Language Instruction, Language Skills, *Oral Communication, Orthographic Symbols, Pattern Drills (Language), *Persian, Pronunciation, Reading Skills, Sentences, Speaking, Substitution Drills, *Textbooks, Uncommonly Taught Languages, Written Language ABSTRACT This basic course in Persian concentrates on the spoken language, illustrated by conversation based on everyday situations. After a thorough grounding in pronunciation and in basic grammatical features, the student is introduced to the writing system of Persian. Some of the basic differences between spoken and written styles are explained. Imitation of a native speaker is provided, and the course is designed for intelligent and efficient imitation. Each of the 12 units has three parts: new material to be learned (basic sentences), explanation (hints on pronunciation and notes), and drill (grammatical, variation, substitution, narrative, and questions and answers) .(Authors/VM) co reN LC1 C) C=1 U-I Serge Obolensky Kambiz Yazdan Panah Fereidoun Khaje Nouri U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION EXACTLY AS RECEIVED FROM THE THIS DOCUMENT HAS BEEN REPRODUCED POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT. OFFICIAL OFFICE OF EDUCATION STATED DO NOT NECESSARILY REPRESENT POSITION OR POLICY. persian basiccourse units 1-12 it! Reprinted by the Center for Applied Linguistics 0 of the Modern Language Association of America Washington D C 1963 It is the policy of the Center for Applied Linguistics to make more widely available certain instructional and related materials in the language teaching field which have only limited accessibility.
    [Show full text]
  • Persian and Tajik
    DEMO : Purchase from www.A-PDF.com to remove the watermark CHAPTER EIGHT PERSIAN AND TAJIK Gernot Wind/uhr and Jo hn R Perry 1 INTRODUCTION 1 .1 Overview The fo cus of this chapter is Modern Standard Persian and Modern Standard Tajik. Both evolved from Early New Persian. We stern Persian has typologically shifted differently from modern Tajik which has retained a considerable number of Early Eastern Persian fe atures, on the one hand, and has also assimilated a strong typologically Turkic com­ ponent, on the other hand. In spite of their divergence, both languages continue to share much of their underlying fe atures, and are discussed jointly in this chapter. 1.1.1 Historical background Persian has been the dominant language of Iranian lands and adjacent regions for over a millennium. From the tenth century onward it was the language of literary culture, as well the lingua franca in large parts of West, South, and Central Asia until the mid­ nineteenth century. It began with the political domination of these areas by Persian­ speaking dynasties, first the Achaemenids (c. 558-330 BCE), then the Sassanids (224-65 1 CE), along with their complex political-cultural and ideological Perso-Iranianate con­ structs, and the establishment of Persian-speaking colonies throughout the empires and beyond. The advent of Islam (since 651 CE) represents a crucial shift in the history of Iran and thus of Persian. It resulted in the emergence of a double-focused Perso-Islamic construct, in which, after Arabic in the first Islamic centuries, Persian reasserted itself as the dominant high register linguistic medium, and extended its dominance into fo rmerly non-Persian and non-Iranian-speaking territories in the East and Central Asia.
    [Show full text]
  • 4 the History of Linguistics
    The History of Linguistics 81 4 The History of Linguistics LYLE CAMPBELL 1 Introduction Many “histories” of linguistics have been written over the last two hundred years, and since the 1970s linguistic historiography has become a specialized subfield, with conferences, professional organizations, and journals of its own. Works on the history of linguistics often had such goals as defending a particu- lar school of thought, promoting nationalism in various countries, or focuss- ing on a particular topic or subfield, for example on the history of phonetics. Histories of linguistics often copied from one another, uncritically repeating popular but inaccurate interpretations; they also tended to see the history of linguistics as continuous and cumulative, though more recently some scholars have stressed the discontinuities. Also, the history of linguistics has had to deal with the vastness of the subject matter. Early developments in linguistics were considered part of philosophy, rhetoric, logic, psychology, biology, pedagogy, poetics, and religion, making it difficult to separate the history of linguistics from intellectual history in general, and, as a consequence, work in the history of linguistics has contributed also to the general history of ideas. Still, scholars have often interpreted the past based on modern linguistic thought, distorting how matters were seen in their own time. It is not possible to understand developments in linguistics without taking into account their historical and cultural contexts. In this chapter I attempt to present an overview of the major developments in the history of linguistics, avoiding these difficulties as far as possible. 2 Grammatical Traditions A number of linguistic traditions arose in antiquity, most as responses to linguistic change and religious concerns.
    [Show full text]
  • Languages of the Parsi Scriptures Author: Martin Haug Subtopics: I
    Languages of The Parsi scriptures Author: Martin Haug Subtopics: I - The Language of the Avesta erroneously called Zend II - The Pahlavi language and Pazand, Texts of the Pahlavi Inscriptions at Hâjîâbâd H?J??B?D III -The Literature Extant ESSAY II. Languages of The Parsi scriptures The languages of Persia, commonly called Iranian, form a separate family of the great Aryan stock of languages which comprises, besides the Iranian idioms, Sanskrit (with its daughters), Greek, Latin, Teutonic (with English), Slavonian, Letto-Lithuanian, Celtic, and all allied dialects. The Iranian idioms arrange themselves under two heads: - Iranian languages properly so called. Affiliated tongues. The first division comprises the ancient, mediaeval, and modern languages of Iran, which includes Persia, Media, and Bactria, those lands which are styled in the Zend-Avesta airyâo danhâvô, “Aryan countries.” We may class them as follows: - (a.) The East Iranian or Bactrian branch, extant only in the two dialects in which the scanty fragments of the Parsi scriptures is written. The more ancient of them may be called the " Gatha dialect,” because the most extensive and important writings preserved in this peculiar idiom are the so-called Gathas or hymns; the later idiom, in which most of the books of the Zend-Avesta are written, may be called " ancient Bactrian,” or " the classical Avesta language,” which was for many centuries the spoken and written language of Bactria. The Bactrian languages seem to have been dying out in the third century B.C., and they have left no daughters. (b.) The West Iranian languages, or those of Media and Persia.
    [Show full text]
  • Persian As Koine: Written Persian in World-Historical Perspective
    University of Pennsylvania ScholarlyCommons Department of Anthropology Papers Department of Anthropology 2012 Persian as Koine: Written Persian in World-Historical Perspective Brian Spooner University of Pennsylvania, [email protected] William L. Hanaway University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/anthro_papers Part of the Anthropology Commons, Near Eastern Languages and Societies Commons, and the Reading and Language Commons Recommended Citation (OVERRIDE) Spooner, B. and Hanaway, W. (2012). Persian as Koine: Written Persian in the perspective of World History. In B. Spooner and W. Hanaway (Eds.), Literacy in the Persianate World: Writing and the Social Order (pp. 1-68). Philadelphia, Pennsylvania: University of Pennsylvania Press. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/anthro_papers/86 For more information, please contact [email protected]. Persian as Koine: Written Persian in World-Historical Perspective Abstract Persian emerged as the common language of court life and administration in the Islamic world east of Baghdad in the 8th and 9th centuries (2nd and 3rd centuries into the Islamic era). The process began in Khurasan, the large historical region of southwest-central Asia, which besides the northeast quadrant of modern Iran included most of modern Turkmenistan, Uzbekistan, and Tajikistan, and northern Afghanistan. Persian radiated out from the pre-Islamic cities that became new power centers, filling the vacuum left by the declining political (as distinct from symbolic) role of the Caliphate in Baghdad. Persian spread to its greatest extent five centuries later, under Mongol and Turkic administrations, when it stretched from the Balkans in the west to southern India in the south and along the trade routes into central China in the east.
    [Show full text]
  • The Relationship Between the Grammar of Persian / Turkish As the First Language and the Grammar of English for Iranian Female High School Students
    International Journal of Language and L inguistics 2014; 2(6-1): 28-34 Published online November 18, 2014 (http://www.sciencepublishinggroup.com/j/ijll) doi: 10.11648/j.ijll.s.2014020601.15 ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online) The relationship between the grammar of Persian / Turkish as the first language and the grammar of English for Iranian female high school students Maryam Dorosti, Fatemeh Behjat, Seyed Jamal Abdolrahim Zadeh English Department, Abadeh branch, Islamic Azad University, Abadeh, Iran Email address: [email protected] (M. Dorosti), [email protected] (F. Behjat) To cite this article: Maryam Dorosti, Fatemeh Behjat, Seyed Jamal Abdolrahim Zadeh. The Relationship between the Grammar of Persian / Turkish as the First Language and the Grammar of English for Iranian Female High School Students. International Journal of Language and Linguistics. Special Issue: Innovations in Foreign Language Teaching. Vol. 2, No. 6-1, 2014, pp. 28-34. doi: 10.11648/j.ijll.s.2014020601.15 Abstract: Relationship between first and second language effects the learning of the second language. The more the target language is similar to the first language, the better language achievement can be observed. The present study was an attempt to investigate the relationship between the grammar of Persian/Turkish as the first language and the grammar of English for Iranian female high school students. To this end, in the present study 6o high school female students from Marvdasht were selected as the participants. Out of 60, 30 students had Persian as their first language (Group A) and 30 students had Turkish as their first language (Group B).
    [Show full text]
  • Teaching-Cognates.Pdf
    1 Teaching Cognates First Edition - October 2014 Copyright 2006-2014 [email protected] Cover Image: Black Dots Visual Illusion Author Unknown 2 Teaching Cognates is a compilation of excerpts from Cognate Linguistics , the full letter A section from The Dictionary of Cognates , and the full letter -N section from The Reverse Dictionary of Cognates . This is a free e-book. The use of this book and its content, for any research or non-commercial purpose, is completely unrestricted. If you make use of or redistribute this material, I would appreciate acknowledgement of its origin. For more information, please visit www.cognates.org 3 Table of Contents Page Preface 5 Introduction 6 Cognate Linguistics Cognate Lexis 9 Classification of Cognates 12 Cognate Syntax 13 Cognates by nature 18 The Four Skills: Visual and Auditory Word Recognition 22 Corpus-based Cognates 26 The Most Frequent English Cognates List - MFCogn English 28 The Most Frequent English Cognates List - MFCogn Spanish 29 The Most Frequent Business Cognates List - MFCogn Business 29 The Dictionary of Cognates Instructions 33 Letter A 37 Expanded Spanish Conjugation 120 The Reverse Dictionary of Cognates Instructions 133 Letter -N 135 Author 167 4 Preface The original name of this compilation eBook was 'Raising Cognate Awareness and Encouraging Cognate Use'. I loved it. It perfectly explained its content and purpose. However, thanks to peer advice, I came to realize, once again, that books should be addressed to readers. So, yes; if I had to use common educational jargon, I would say I would definitely like teachers to teach cognates and learners to learn them.
    [Show full text]