Investigating the Correlation between Receptive Vocabulary Knowledge in French and English among Moroccan EFL Learners
Abstract
This study investigated the relationship between French receptive vocabulary knowledge and English vocabulary acquisition among Moroccan EFL learners. Prior research suggests a potential benefit from shared linguistic roots (cognates) for vocabulary transfer. However, a correlational design with a convenience sample of 90 Moroccan EFL learners enrolled in university-level English courses revealed a more nuanced picture. Standardized vocabulary tests in French and English assessed participants' receptive knowledge. Analysis yielded a statistically significant, yet weak, positive correlation between French and English vocabulary scores (Pearson's r = 0.148). However, the borderline significance level (p = 0.163) suggests the possibility of a chance finding.These results challenge the notion of a straightforward transfer effect from L2 vocabulary knowledge to L3 acquisition, particularly when considering the limited influence of cognates in this EFL context. The weak correlation, despite statistical significance, underscores the need for educators to move beyond a simple cognate recognition approach and integrate a wider range of vocabulary learning strategies for EFL learners. Future research should delve deeper into the multifaceted influences on English vocabulary acquisition, exploring the roles of instructional methods, learner characteristics, and exposure to the target language outside the classroom. By acknowledging the limited role of L2 transfer and embracing a multifaceted approach, we can create more effective learning environments that foster successful English vocabulary development for EFL learners.
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References
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