Can L2-L3 cognates affect L3 vocabulary knowledge and reading comprehension? – evidence from Chinese learners of L3 French

Abstract

ABSTRACT Cognate awareness is the ability to recognise cognate relationships in languages, which requires activation of vocabulary knowledge in both languages. Different types of cognates may have various degrees of contributions to vocabulary knowledge and reading comprehension. Few studies have explored the role of different cognate types in vocabulary knowledge and reading across languages, especially in the L3 learner population. To this end, the present study examined the role of different facets of cognate awareness in L3 vocabulary and reading acquisition. Chinese college students of L2 English and L3 French (N = 121) participated in the study, all of whom had learned L2 English for over nine years and L3 French for at least one semester in classrooms. They were required to complete a researcher-developed English-French cognate test, a French vocabulary test and a French reading test. The English-French cognate test contained three types of cognates (same, similar, and false types). The French vocabulary test consisted of a vocabulary size subtest and a Word Associates subtest to measure breadth and depth knowledge. Results of path analysis revealed indirect effects of two types of cognate awareness (similar and false types) on L3 French reading comprehension via the mediation of vocabulary knowledge.