Analysis of the impact that false cognates have in the reading comprehension skill during the english learning process of 7-2 grade students from liceo of poás, alajuela during the third quarter of 2021

Abstract

False cognates are usually understood as words that have the same or similar form in two different languages but the main characteristic of them is the etymological difference with their different meanings. This phenomenon becomes a real problem for high school students. Therefore, this research aims to analyze the difficulty of learners to use these words that we know as false cognates. For that reason, the aim is to clarify the impact of false cognate words in the reading comprehension ability of scholars between 13-15 years of age belonging to seventh grade (7-2) from Liceo of Poás, in Alajuela, Costa Rica. Based on the results of this research, it can be established that false cognates affect students' reading comprehension and guide them to build inaccurate meaning while reading. Hence, students need to learn correct reading strategies, which promote critical thinking and help them understand and distinguish actual meanings from false cognates, allowing them to approach full comprehension of readings. This research will provide new insights into this phenomenon and determine the effect of false cognate words directly on the reading comprehension skill during English learning process in students of high school