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master's thesis
Learning German after English - the Effect of Cognates in a Translation Task without Explicit Instruction
Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences, 2021. urn:nbn:hr:131:248732
Sokač, Lucija
University of Zagreb
Faculty of Humanities and Social Sciences
Department of German language and literature
University of Zagreb
Faculty of Humanities and Social Sciences
Department of English language and literature

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Sokač, L. (2021). Learning German after English - the Effect of Cognates in a Translation Task without Explicit Instruction (Master's thesis). Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:131:248732

Sokač, Lucija. "Learning German after English - the Effect of Cognates in a Translation Task without Explicit Instruction." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences; University of Zagreb, Faculty of Humanities and Social Sciences, 2021. https://urn.nsk.hr/urn:nbn:hr:131:248732

Sokač, Lucija. "Learning German after English - the Effect of Cognates in a Translation Task without Explicit Instruction." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences; University of Zagreb, Faculty of Humanities and Social Sciences, 2021. https://urn.nsk.hr/urn:nbn:hr:131:248732

Sokač, L. (2021). 'Learning German after English - the Effect of Cognates in a Translation Task without Explicit Instruction', Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences; University of Zagreb, Faculty of Humanities and Social Sciences, accessed 07 September 2024, https://urn.nsk.hr/urn:nbn:hr:131:248732

Sokač L. Learning German after English - the Effect of Cognates in a Translation Task without Explicit Instruction [Master's thesis]. Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; 2021 [cited 2024 September 07] Available at: https://urn.nsk.hr/urn:nbn:hr:131:248732

L. Sokač, "Learning German after English - the Effect of Cognates in a Translation Task without Explicit Instruction", Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb; University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, 2021. Available at: https://urn.nsk.hr/urn:nbn:hr:131:248732

Metadata
TitleLearning German after English - the Effect of Cognates in a Translation Task without Explicit Instruction
Title (croatian)Učenje njemačkog nakon engleskog - utjecaj kognata na prevođenje bez izravnog poučavanja
AuthorLucija Sokač
MentorStela Letica Krevelj (mentor)
MentorAleksandra Ščukanec (mentor)
Committee memberStela Letica Krevelj (predsjednik povjerenstva)
Committee memberAleksandra Ščukanec (član povjerenstva)
Committee memberRenata Geld (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of German language and literature)
Zagreb
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of English language and literature)
Zagreb
Defense date and country2021-07-05, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Interdisciplinary Humanistic Studies
Teaching Methods in the Humanistic Sciences
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
German Studies
Abstract
In the current environment of widespread multilingualism and learning multiple languages in and outside of educational contexts, crosslinguistic influence occurs frequently. Although its effects can be used to enhance the efficiency of the learning and teaching process (Hufeisen & Neuner, 2003b), there is still some hesitation among teachers to integrate other languages into their classes. This study attempts to discover whether Croatian learners of German as a third language can use their knowledge of English to translate unknown English-German cognates into Croatian. In order to collect the necessary data, a study was conducted consisting of a language background questionnaire and a translation task. The participants were 39 students (learners of English and German) in the eighth grade of an elementary school in Zagreb. The translation task results showed a low percentage of correctly translated cognates. Out of 30 cognates, only a fraction of them were more likely to be translated correctly by all participants. Most cognates had either a very low correct translation rate or were not translated correctly at all. However, the percentage of translation attempts based on similarities between words was very high, indicating that participants were trying to make use of English and other background languages when guessing the meaning of the unknown words. When comparing the results with the information gained through the language background questionnaire, no obvious patterns could be determined. The results suggested the existence of the facilitative potential of crosslinguistic influence in the translation task. Furthermore, the results opened additional research questions regarding cognates and the effects of CLI, both positive and negative, as well as the influence of individual differences on CLI. This study offers tentative evidence that teachers should not shy away from using another language in their classroom to help their learners acquire German as a third language.
Keywords
Languageenglish
Languagegerman
URN:NBNurn:nbn:hr:131:248732
Study programmeTitle: English Language and Literature (double major); specializations in: Linguistics, Literature and Culture, Translation, TEFL
Course: TEFL
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije engleskog jezika i književnosti (magistar/magistra edukacije engleskog jezika i književnosti)
Study programmeTitle: German Language and Literature (double major); specializations in: Teaching, Cultural Studies, Translation
Course: Teaching
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije njemačkog jezika i književnosti (magistar/magistra edukacije njemačkog jezika i književnosti)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2021-07-07 08:37:39