The Role of Corpus-based Language Teaching on Developing Language Acquisition

Vocabulary learning is one of the most difficult learning tasks for EFL learners. Since, vocabulary in English is easily forgotten; a new approach such as corpus-based learning through paying attention to cognates and roots can be helpful. Several linguists suggest that prior language knowledge should be taken into consideration in vocabulary teaching. The present study aims to verify the positive effect of cognate recognition and cognate-based instruction in the process of EFl language acquisition. Students randomly assigned to an experimental and a control group by using a PET test. In the pre-test, an English vocabulary test was carried out among students (who are bilingual and know Persian and Azari languages). During the treatment, students in the experimental group, worked on reading passages and translated them. The researcher mentioned the cognates between Persian, Azari and English languages. Students in the control group, worked on the same materials. However, the researcher did not mention the cognates between Persian, Azari and English languages. The results show that the experimental group obtained slightly higher scores on the vocabulary test in the post-test than the control group. The results of this study confirm the expectations that cognate-based instruction can positively influence language acquisition.

Keywords:

Bilingualism , Cognates , Corpus-based Learning , EFL , Language Acquisition , Translation , Vocabulary Teaching