Some second language (L2) acquisition researchers have suggested that learners should be made aware of cross‐linguistic similarity for them to benefit from cognateness. To test this assumption, we ran two longitudinal classroom quasi‐experiments with Polish learners of English. We chose 30 Polish‐English cognates, 30 false cognates, and 30 non‐cognates matched on L2 frequency and concreteness and embedded them in exercises typical of English language teaching textbooks. Participants learned the words with their teachers in their classes at school. We manipulated the experimental group's awareness of orthographic cross‐linguistic similarity in awareness‐raising workshops. The results revealed that the participants had a higher chance of knowing cognates than other word types before the study. However, they acquired cognates embedded in exercises at the same rate as other word types. Also, the awareness‐raising manipulation, regardless of its intensity, had no additional effect on their acquisition of cognates and false cognates, indicating that awareness of cognateness did not boost learning cognates.

中文翻译：

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在教室中学习正字法的认知与非认知：跨语言相似性意识是否重要？

一些第二语言（L2）习得研究人员建议，应使学习者意识到跨语言的相似性，以使他们受益于同源性。为了检验这一假设，我们与波兰英语学习者进行了两次纵向课堂准实验。我们选择了L2频率和具体程度相匹配的30个波兰英语认知，30个假认知和30个非认知，并将它们嵌入英语教学教科书的典型练习中。参与者在学校的课堂上与老师一起学习了这些单词。我们在提高认识的讲习班中操纵了实验组对正字法跨语言相似性的认识。结果表明，与研究之前的其他单词类型相比，参与者有更高的认识认知的机会。然而，他们以与其他单词类型相同的速率获得了嵌入练习中的认知。同样，提高意识的操作，无论其强度如何，对他们获得认知和错误认知都没有任何其他影响，这表明对认知的认识并不能促进学习认知。