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The role of cognate and false cognate words in vocabulary learning. A Proposal of Exercises for High School 9th graders
(Universidad de Cienfuegos "Carlos Rafael Rodríguez", Facultad Humanidades, Departamento Lenguas Extranjeras, 2012-03-20) Losada Bermejo, Leslye; Arcia Chávez, Maritza, tutor
Knowledge of vocabulary together with grammar is the basis of a language mastering, but many times foreign language students face troubles getting the necessary amount of words as to be able to communicate fluently. This paper focuses on a proposal of exercises based on cognate and false cognate words to facilitate vocabulary learning in 9th grade at “Luis Perez Lozano” ESBU. During the author´s practice at this school, the author noticed that students lack the necessary vocabulary to establish the communication required by the grade objectives. The exercises proposed are focused mainly on the use of cognate and false cognate words used in the contrastive analysis of languages to favor English vocabulary learning. The research statement is supported on the principles of the integration of qualitative and quantitative techniques during the diagnosis of the problem and the validation of the proposal. The value criteria suggest that the proposal is adequate to favor students´ English vocabulary learning.