Research Info

Cross-linguistic factors such as cognates and interlingual homophones affect bilingual vocabulary learning and processing, but their role in speakers of languages without standardized writing systems remains underexplored. This study explored whether cognate awareness influences English vocabulary learning and processing in Qashqai EFL learners. Forty A1–A2 learners participated in a quasi-experimental design. The experimental group received explicit instruction on cognates and interlingual homophones, while the control group did not. Vocabulary learning was assessed using a multiple-choice test, and word processing was measured through a Lexical Decision Task (LDT) recording accuracy and reaction times (RTs). Mixed-effects regression models included fixed effects for condition (CQE, IHQE, CPE, IHPE) and random intercepts for participants and items. Results showed that explicit awareness significantly improved vocabulary learning, confirming the benefits of cross-linguistic awareness for L2 acquisition. However, no effects were observed for lexical processing, supporting claims that explicit awareness does not necessarily enhance lexical access. Further, Persian-English cognates facilitated learning, whereas interlingual homophones caused interference, consistent with the BIA+ and RHM. Accuracy declined in homophone conditions despite unchanged RTs; the decline suggests cross-linguistic interference, particularly between Qashqai and English. Pedagogically, integrating cognate recognition and awareness activities into EFL instruction can strengthen lexical development and reduce interference. Theoretically, the lack of processing effects despite learning gains highlights the limitations of LDT and the need for ecologically valid measures of bilingual lexical access.