Cognate language learning and foreign language learning

1. LEARNING COGNATE
LANGUAGE AND
FOREIGN LANGUAGE
Dr. VMS

2. Cognate languages
• Cognate languages and words have the same origin, or
are related and in some way similar
• Cognates are often inherited from a shared parent
language, but they may also involve borrowings from
some other language.

3. Cognate
• A cognate is a word that comes from the same origin as a
word from a different language. Cognates between
languages usually have similarities in spelling,
pronunciation, and meaning. This means that someone
who speaks English and knows the word ''doctor'' would
be able to understand the meaning of the French word
''docteur'' even if they're completely unfamiliar with
French.

4. Cognate
• Cognates do not need to have the same meaning, which
may have changed as the languages developed
separately. For example English starve and Dutch sterven
or German sterben ("to die") all derive from the same
Proto-Germanic root, *sterbaną ("die")

5. Learning cognates
• Cognates are the words that are easiest to learn because
they’re similar to the words you already know, because
they’re descended from the same root word.
• for example, ‘important’ is cognate with:
• French important
• Spanish importante
• Portuguese importante
• Italian importante
• Romanian important

6. Learning languages of the same family
• Dravidian language family
• Tamil-Kannada-Telugu-Malayalam,
• Teaching-Pronunciation-word structure
• Cultural similarity-dissimilarity-
• Modified forms and meaning

7. Cognates of Dravidian languages
umber Tamil
Kannad
a
Malayal
am
Tulu Telugu Kolami Kurukh Brahui
Proto-
Dravidia
n
1 onru ondu onnu onji okaṭi okkod oṇṭa asiṭ *oru(1)
2 iraṇṭu eraḍu raṇṭu raḍḍ renḍu irāṭ indiŋ irāṭ *iru(2)
3 mūnru mūru mūnnu mūji mūḍu mūndiŋ mūnd musiṭ *muC
4
nālu,
nālku,
nānku
nālku nālu nāl nālugu nāliŋ nākh čār (II) *nān
5 ainthu aidu añcu ayN ayidu ayd 3 pancē
(II)
panč (II) *cayN
6 āru āru āru āji āru ār 3 soyyē
(II)
šaš (II) *caru
7 ēẓu ēlu ēẓu yēl ēḍu ēḍ 3 sattē (II) haft (II) *eẓu
8 eṭṭu eṇṭu eṭṭu edma enimidi
enumad
ī 3 aṭṭhē (II) hašt (II) *eṭṭu
9 onpathu ombattu onpatu ormba tommidi tomdī 3 naiṃyē
(II)
nōh (II) *toḷ
10 patthu hattu pattu patt padi padī 3 dassē
dah (II) *pat(tu)

8. Foreign Language
• What to teach? That means the amount of knowledge and
skills that students have to obtain within the process of
learning the language.
• What are the aims of teaching? When a teacher is sure of
the aim of teaching, he/she will have the easiness of
reaching the stated goal.
• How to teach? The principles upon which teaching of
English is based, the means, methods, styles and tactics
used in teaching in order to achieve the required
objectives.

9. Challenges of Foreign Language Learning
Languages known,
Levels of proficiency,
Subject contents,
School organization,
Participation of families and communities
Availability of intercultural
mediators/interpreters

10. L2 Learning Styles and Strategies
• Memory
• Cognitive
• Comprehension
• Metacognitive
• Affective
• Social

11. Memory
• People who adopt the memory strategy depend on
their memorizing ability. They find ways to remember
better to aid in entering information into long-term
memory, by creating a word-meaning map in their brain
(mental linkages), and then being able to retrieve that
information. Adopting this strategy will allow the learning
and retrieval via sounds (e.g., rhyming), images (e.g., a
mental picture of the word itself or the meaning of the
word), a combination of sounds and images (e.g., the
keyword method), body movement (e.g., total physical
response), mechanical means (e.g., flashcards), or
location (e.g., on a page or blackboard).

12. Cognitive strategy
• People who adopt the cognitive strategy tend to analyse
and reason. They form internal mental codes and revise
them to receive and produce the message in the target
language. Adopting this strategy will enable you to
internalize the language in direct ways such as through
reasoning, analysis, note-taking, summarizing,
synthesizing, outlining, practicing in naturalistic settings,
and practicing structures and sounds formally.

13. comprehension strategy
• People who adopt the comprehension strategy find
themselves guessing unknown words when listening
and reading. They also try to replace words they do not
know with longer phrases or other words that they know
when speaking and writing to overcome gaps in
knowledge.

14. Metacognitive strategy
• People who adopt the metacognitive strategy plan,
arrange, focus, evaluate on their own learning
process. They identify and monitor their own learning
style preferences and needs, such as gathering and
organizing L2 materials, arranging a study space and a
schedule for L2 revision and learning, monitoring
mistakes made in L2, and evaluating task success, and
evaluating the success of any type of learning strategy.

15. Social/Affective strategy
• People who adopt the social/affective strategy control
their feelings, motivations and attitudes when in
social situations such as asking questions,
communicating with others, facilitate conversation and
interaction.