Cognados inglés-español en la comprensión lectora: Evaluación cuasiexperimental de una propuesta pedagógica en bachillerato
DOI:
https://doi.org/10.55204/trc.v6i2.e734Keywords:
transferencia interlingüística; comprensión lectora; validez de contenido; diseño cuasiexperimental; inglés como lengua extranjera.Abstract
La comprensión lectora en inglés puede beneficiarse cuando los estudiantes reconocen y utilizan estratégicamente semejanzas léxicas con el español (Ames, 2012). El objetivo fue evaluar el efecto de una propuesta pedagógica basada en cognados inglés-español sobre la comprensión lectora de estudiantes de bachillerato con nivel aproximado A2. Se aplicó un diseño cuasiexperimental de pretest-postest a 60 estudiantes distribuidos en un grupo experimental y otro de comparación. La intervención comprendió seis sesiones de dos horas. Se desarrollaron dos formas paralelas de 20 reactivos y un inventario de 120 unidades, validados mediante el CVR′ de Tristán-López, observaciones de 5 especialistas y pilotaje contrabalanceado. Los 40 reactivos superaron el punto de corte y las formas mostraron consistencia interna semejante. Para garantizar la solidez metodológica y neutralizar el efecto de la discrepancia residual de dificultad entre versiones observada en el pilotaje, la aplicación definitiva empleó un diseño de equiparaciónpor contrabalanceo cruzado (Forma A-Forma B y Forma B-Forma A) administrado equitativamente en ambos grupos. El ANCOVA mostró un efecto significativo del grupo sobre el postest, después de controlar el desempeño inicial, F(1, 57) = 8.53, p = .005, η²p = .13. La media ajustada del grupo experimental superó en 2.10 puntos a la del grupo de comparación, IC 95 % [0.66, 3.54]. El estudio aporta una ruta replicable para seleccionar cognados, validar instrumentos y aplicar una intervención contextualizada, aunque el mecanismo de transferencia interlingüística, enseñanza del inglés, requiere medición directa y replicación.
Downloads
References
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Ames, J. L. (2012). Spanish-English Root Cognates. John Spoor Broome Library Institutional Repository (California State University). http://hdl.handle.net/10211.3/10211.8_129
Ariolfo, R. (2022). El tratamiento de los falsos amigos en la lexicografía bilingüe italoespañola actual. Artifara, 22(1), 121–134. https://doi.org/10.13135/1594-378X/6699
Assche, E. V., Drieghe, D., Duyck, W., Welvaert, M., & Hartsuiker, R. J. (2010). The influence of semantic constraints on bilingual word recognition during sentence reading. Journal of Memory and Language, 64(1), 88–107. https://doi.org/10.1016/j.jml.2010.08.006
Bakeman, R. (2005). Recommended effect size statistics for repeated measures designs. Behavior Research Methods, 37(3), 379–384. https://doi.org/10.3758/bf03192707
Batsuren, K., Bella, G., & Giunchiglia, F. (2021). A large and evolving cognate database. Language Resources and Evaluation, 56(1), 165–189. https://doi.org/10.1007/s10579-021-09544-6
Bosma, E., & Nota, N. (2019). Cognate facilitation in Frisian–Dutch bilingual children’s sentence reading: An eye-tracking study. Journal of Experimental Child Psychology, 189, Article 104699. https://doi.org/10.1016/j.jecp.2019.104699
Brenders, P., van Hell, J. G., & Dijkstra, T. (2011). Word recognition in child second language learners: Evidence from cognates and false friends. Journal of Experimental Child Psychology, 109(4), 383–396. https://doi.org/10.1016/j.jecp.2011.03.012
Chacón-Beltrán, R. (2004). The effects of focus on form in the teaching of Spanish-English false friends. Revista Española de Lingüística Aplicada, 17, 65–79.
Chen, H., & Song, C. (2025). Learning Spanish (L3) and Forgetting English (L2)? Intervention of Cognates Teaching in Lexical Production in China: A Longitudinal Comparative Study. México y La Cuenca Del Pacífico, 14(42), 91–116. https://doi.org/10.32870/mycp.v14i42.934
Cisneros, R. E. M., Pellón, R. T., & Reyna, C. H. C. (2017). Consideraciones sobre la enseñanza de las falsas cognadas en la disciplina Inglés en Ciencias Médicas. Revista Habanera de Ciencias Médicas, 16(5), 832–838.
Cop, U., Drieghe, D., & Duyck, W. (2015). Eye Movement Patterns in Natural Reading: A Comparison of Monolingual and Bilingual Reading of a Novel. PLoS ONE, 10(8). https://doi.org/10.1371/journal.pone.0134008
Dam, Q., Pham, G., Pruitt-Lord, S., Limon-Hernandez, J., & Goodwiler, C. (2020). Capitalizing on cross-language similarities in intervention with bilingual children. Journal of Communication Disorders, 87, Article 106004. https://doi.org/10.1016/j.jcomdis.2020.106004
Dang, T. N. Y., Macis, M., & Aguilera-Munizaga, M. (2025). Spanish–English cognates and false cognates in academic spoken vocabulary: lexical coverage, orthographic and phonological transparency, and frequency. Applied Linguistics, amaf041. https://doi.org/10.1093/applin/amaf041
De Groot, A. M. B., & Nas, G. L. J. (1991). Lexical representation of cognates and noncognates in compound bilinguals. Journal of Memory and Language, 30(1), 90–123. https://doi.org/10.1016/0749-596X(91)90012-9
Dijkstra, T., Grainger, J., & van Heuven, W. J. B. (1999). Recognition of cognates and interlingual homographs: The neglected role of phonology. Journal of Memory and Language, 41(4), 496–518. https://doi.org/10.1006/jmla.1999.2654
Dijkstra, T., Miwa, K., Brummelhuis, B., Sappelli, M., & Baayen, R. H. (2010). How cross-language similarity and task demands affect cognate recognition. Journal of Memory and Language, 62(3), 284–301. https://doi.org/10.1016/j.jml.2009.12.003
Dressler, C., Carlo, M. S., Snow, C. E., August, D., & White, C. E. (2011). Spanish-speaking students’ use of cognate knowledge to infer the meaning of English words. Bilingualism: Language and Cognition, 14(2), 243–255. https://doi.org/10.1017/S1366728910000519
Echeverría, S. A. (2017). All cognates are not created equal: Variation in cognate recognition and applications for second language acquisition. RAEL: Revista Electrónica de Lingüística Aplicada, 16(1), 23–42.
Grabe, W., & Stoller, F. L. (2019). Teaching and Researching Reading (2nd ed.). Routledge. https://doi.org/10.4324/9781315726274
Grabe, W., & Stoller, F. L. (2020). Teaching and Researching Reading (3rd ed.). Routledge.
Hao, C., & Ming, Y. (2024). Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China. Cuadernos de Lingüística Hispánica, 43, Article e17531. https://doi.org/10.19053/uptc.0121053X.n43.2024.17531
Hoshino, N., & Kroll, J. F. (2007). Cognate effects in picture naming: Does cross-language activation survive a change of script? Cognition, 106(1), 501–511. https://doi.org/10.1016/j.cognition.2007.02.001
Kisselev, O. (2021). Corpus-based methodologies in the study of heritage languages. In S. Montrul & M. Polinsky (Eds.), The Cambridge handbook of heritage languages and linguistics (pp. 520–544). Cambridge University Press. https://doi.org/10.1017/9781108766340.024
Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of test reliability. Psychometrika, 2(3), 151–160. https://doi.org/10.1007/BF02288391
Larsen-Freeman, D., & Anderson, M. (2011). Techniques & principles in language teaching (3rd ed.). Oxford University Press.
Lemhöfer, K., & Dijkstra, T. (2004). Recognizing cognates and interlingual homographs: Effects of code similarity in language-specific and generalized lexical decision. Memory & Cognition, 32(4), 533–550. https://doi.org/10.3758/BF03195845
Libben, M., & Titone, D. (2009). Bilingual lexical access in context: Evidence from eye movements during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(2), 381–390. https://doi.org/10.1037/a0014875
Löbner, S. (2013). Understanding Semantics (2nd ed.). Routledge. https://doi.org/10.4324/9780203528334
McCarthy, M. (1990). Vocabulary. Oxford University Press.
Meelen, M., Hill, N. W., & Fellner, H. (2022). What are cognates? Papers in Historical Phonology, 7, 44–80. https://doi.org/10.2218/pihph.7.2022.7405
Mitkov, R., Pekar, V., Blagoev, D., & Mulloni, A. (2007). Methods for extracting and classifying pairs of cognates and false friends. Machine Translation, 21(1), 29–53. https://doi.org/10.1007/s10590-008-9034-5
Montelongo, J. A., Hernández, A. C., Esquivel, J., Serrano-Wall, F., & Goenaga Ruiz de Zuazu, A. (2017). Teaching English-Spanish cognate-recognition strategies through the Américas Book Award-winners and honor picture books. Journal of Latinos and Education, 17(4), 300–313. https://doi.org/10.1080/15348431.2017.1348299
Moss, G. (1992). Cognate recognition: Its importance in the teaching of ESP reading courses to Spanish speakers. English for Specific Purposes, 11(2), 141–158. https://doi.org/10.1016/S0889-4906(05)80005-5
Nagy, W. E., García, G. E., Durgunoğlu, A. Y., & Hancin-Bhatt, B. (1993). Spanish-English Bilingual Students’ Use of Cognates in English Reading. Journal of Reading Behavior, 25(3), 241–259. https://doi.org/10.1080/10862969009547816
Nation, I. S. P. (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge University Press.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). McGraw-Hill.
Pérez, I. T. S., Carmona, C. S. V., & Ronceros, C. (2022). Técnicas e instrumentos de investigación. Diseño y validación desde la perspectiva cuantitativa. Universidad Pedagógica Experimental Libertador.
Periñán-Pascual, C., & Fernández-Martínez, N. J. (2025). Detección de cognados verdaderos y falsos amigos con word embeddings. Revista Signos, 58(118), 315–339. https://doi.org/10.4151/S0718-09342025011801252
Poort, E. D., & Rodd, J. M. (2017). The cognate facilitation effect in bilingual lexical decision is influenced by stimulus list composition. Acta Psychologica, 180, 52–63. https://doi.org/10.1016/j.actpsy.2017.08.008
Poort, E. D., & Rodd, J. M. (2019a). A Database of Dutch–English Cognates, Interlingual Homographs and Translation Equivalents. Journal of Cognition, 2(1), Article 15. https://doi.org/10.5334/joc.67
Poort, E. D., & Rodd, J. M. (2019b). Towards a distributed connectionist account of cognates and interlingual homographs: evidence from semantic relatedness tasks. PeerJ, 7, Article e6725. https://doi.org/10.7717/peerj.6725
Poort, E. D., & Rodd, J. M. (2022). Cross-lingual priming of cognates and interlingual homographs from L2 to L1. Glossa Psycholinguistics, 1(1), Article 11. https://doi.org/10.5070/G601147
Richards, J. C. (2017). Curriculum Development in Language Teaching (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781009024556
Ríos Sánchez, M. F. (2025). Mnemônicos associativos para ensinar falsos cognatos entre espanhol e português. Cuadernos de Lingüística Hispánica, 45, Article e17810. https://doi.org/10.19053/uptc.0121053X.n45.2025.17810
Rosana, A. (2022). El tratamiento de los falsos amigos en la lexicografía bilingüe italoespañola actual. Artifara, 22(1), 121–134. https://doi.org/10.13135/1594-378X/6699
Schepens, J., Dijkstra, T., Grootjen, F. A., & van Heuven, W. J. B. (2013). Cross-Language Distributions of High Frequency and Phonetically Similar Cognates. *PLoS ONE*, 8(5), Article e63006. https://doi.org/10.1371/journal.pone.0063006
Sheng, L., Lam, B. P. W., Cruz, D. F., & Fulton, A. (2015). A robust demonstration of the cognate facilitation effect in first-language and second-language naming. Journal of Experimental Child Psychology, 141, 229–238. https://doi.org/10.1016/j.jecp.2015.09.007
Thornbury, S. (2002). How to Teach Vocabulary. Pearson Education.
Toassi, P. F. P., Mota, M. B., & Teixeira, E. N. (2020). O efeito de palavras cognatas no acesso lexical do inglês como terceira língua. Cadernos de Tradução, 40(Special Issue 2), 74–96. https://doi.org/10.5007/2175-7968.2020v40nesp2p74
Tristán-López, A. (2008). Modificación al modelo de Lawshe para el dictamen cuantitativo de la validez de contenido de un instrumento objetivo. Avances en Medición, 6(1), 37–48.
Vivar, C. P. (2022). Effects of Exposure to L1 Translation in Vocabulary Acquisition in English as a Foreign Language with College Students [Tesis doctoral, Universitat Politècnica de València]. https://doi.org/10.4995/thesis/10251/183071
Yudes, C., Macizo, P., & Bajo, M. T. (2010). Cognate effects in bilingual language comprehension tasks. NeuroReport, 21(7), 507–512. https://doi.org/10.1097/WNR.0b013e328338b9e1
Zegers, M., Siebert, J. M., Durán, L., Sanabria, A., Juarez, R., Alfaro, J. O., Pei, F., & Gorno-Tempini, M. L. (2026). What makes an item difficult to read: insights on Spanish–English bilingual students’ decoding of Spanish words and pseudowords. Reading and Writing. https://doi.org/10.1007/s11145-026-10818-0
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Lizette Espinosa Rodríguez
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain the moral and patrimonial rights of their works. They only give to the magazine Tesla Revista Científica the right to the first publication of this. Since Tesla Revista Científica is an open access publication, readers can fully or partially reproduce its content as long as they properly credit the corresponding authors and the journal itself. Tesla Revista Científica undertakes not to make commercial use of the texts it receives and/or publishes.
Our journal is governed by the international policies SHERPA/RoMEO: Green journal: They allow the self-archiving of both the pre-print (draft of a paper) and the post-print (the version corrected and reviewed by peers) and even the final version ( layout as it will be published in the journal).
See also "Copyright and licences".
