English False Cognates: An Embedded Factor in EFL Learning by Arab Adolescents

Abstract

The study aimed to determine if Arab adolescents associate English words as false cognates with their Arabic homophones in English as Foreign Language (EFL) learning. It also investigated whether these individuals associated the meaning of the English false cognates with the meaning of their Arabic homophones in EFL learning. Two tests – Sound Association and Meaning Association – were designed and administered. Each test was composed of at least ten clear English false cognates. These false cognates were taken from English textbooks of the study subjects which were used in the initial three years of English language study from 7th grade up to 9th grade in public schools in Saudi Arabia. The subjects were around 100 Saudi Arabian adolescents studying at the 10th grade level. Results revealed that the subjects associated English false cognates with their Arabic homophones in EFL learning. Such an association positively correlated with the association done by eight Saudi Arabian English instructors. However, no significant correlation was found between the meaning of English false cognates and the meaning of their Arabic homophones. Results also revealed how the English false cognates have been embedded in EFL learning by Arab adolescents. It is hoped that the results will be useful for the student population at large, that is, all Arab adolescents in EFL learning at a similar level. Recommendations for teaching English false cognates to Arab adolescents include training with sound association drills and meaning association techniques..