Kurdish-Turkish bilingual students given explicit cognate-awareness instruction showed a statistically significant pre-to-post-test vocabulary gain five weeks later¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study group's mean rose from 20.28 on the pre-test to 33.16 on the post-test, a difference the paired t-test found significant. → Kasap 2018

Evidence¶

Kasap 2018¶

Kasap, S. (2018). The role of cognate English–Kurdish words in teaching English. African Educational Research Journal, 6(4): 213-217. https://doi.org/10.30918/AERJ.64.18.046

q2 · i? · causal · r1

Quasi-experiment in a Van high school: 32 Kurdish-Turkish bilinguals received cognate-structure instruction before a delayed post-test. Table 4 prints study-group pre-test M = 20.28, post-test M = 33.16, t = -16.425, df = 31, Sig. .000; the author reports "a meaningful difference between pre-test and post-test results".

"In Table 4, we can clearly see the similarity between orthographic similarities between Kurdish words and English words (such as Run – revan; Novelty - Nuyîtî; Warm -Germ; Right - Rast etc.) naturally recollecting English words through Kurdish is much easier than learning them through Turkish"

Discussion¶

Related Claims¶

• Bilingual learners may fail to notice even obvious cross-language cognates unless explicitly trained in language similarity awareness — a broader claim this one bears on
• Control groups without cognate-awareness instruction showed only slight pre-to-post-test differences, unlike the instructed study group — related