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Learning Spanish (L3) and Forgetting English (L2)? Intervention of Cognates Teaching in Lexical Production in China: A Longitudinal Comparative Study

Year: 2025

Type: article

Abstract: 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.

Source: México y la Cuenca del Pacífico

DOI: 10.32870/mycp.v14i42.934

Authors: Hao Chen, Chuqiao Song

Institutions: Fudan University, Basque Center on Cognition, Brain and Language

Language: English

Topic: Second Language Acquisition and Learning

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4413844665

FWCI:

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