Lesson Vocabulary I (date )
This document has been produced in an attempt to provide students with a revision guide of the
Vocabulary Lesson and answers to exercises proposed.
Learning and Acquisition debate
Language Acquisition and we have based our discussion on Cameron, L. 2001.
Language acquisition: PICK UP A LANGUAGE’
‘INCIDENTAL LEARNING’
Language Learning:
Studying it/Intended learning
The theories for language acquisition/learning originated from:
Chomsky X Skinner
http://www3.niu.edu/acad/psych/Millis/History/2003/cogrev_skinner.htm
http://www.chomsky.info/
Bruner
http://www.simplypsychology.org/bruner.html
When we were discussing this theme we have had comments about:
Misunderstandings about teaching young learners
In many societies, teaching children is seeing as an extension of mothering rather than as an
intellectual enterprise. So, teachers of young learners are often requested/given less training,
lower status, and lower pay, than their colleagues in the same educational system who teach
teenagers and adults.
Some instructors who are not confident speakers of the target language, may, at times, favour
teaching a younger audience with the misconception that it will be easier and less demanding.
If you analyse the following extract of a child’s story you will agree with me that unless you
understand onomatopoeic words, the rhythm of the nursery rhyme that this story originated
from and the TPR /paralinguistic features that goes with it, the language learning will turn
into a dry biscuit.
This Little Piggy poem
This little piggy went to market,
This little piggy stayed at home,
This little piggy had roast beef,
This little piggy had none.
And this little piggy went...
"Wee wee wee" all the way home...
Now watch this being passed through generation:
http://www.youtube.com/watch?v=AsK43TQjV-c
And this being used in a language play, for persuasive purposes:
http://www.thislittlepiggywenttoprada.com/
It has been mentioned research on the topic, however, for a broad understanding of it I have
recommended reading:
Teaching Languages to Young Learners by Lunne Cameron. She develops understanding of
the topic based on research. Discuss ZPD, LAD, research on how teenagers catch-up among
others.
We have defined some terms commonly used in Language Learning:
EAL- English as an Additional Language
EFL- English as a Foreign Language
ESL- English as a Second Language
ELL_ English Language Learners
ESOL_ English for speakers of other languages
Intro:
Further Readings:
The age Factor:
Child Language Development:
Vocabulary Strategies:
EFLPedagogy:
Keywords
Acronyms
Words formed from the initial letters or syllables taken from a group of words that form the name of a
company, product, process, etc
NASA – National Aeronautics and Space Administration
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WWII- World War II
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ASAP- As soon as possible
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RSVP- répondez s'il vous plaît (please reply)
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LOL- Laugh Out Loud
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AFK- Away from keyboard
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ATM- Automated Teller Machine
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BYO- Bring your own
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DIY- Do it Yourself
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FYI- For your Information
Idioms
A speech form or an expression of a given language that is peculiar to itself grammatically or cannot
be understood from the individual meanings of its elements, as in
Have (got) ants in your pants (informal)
To be unable to stay still because you are anxious or excited about something.
e.g. Relax and enjoy yourself_ you really have ants in your pants about something
tonight.
It’s the thought that counts.
Implying that a gift or gesture offered by someone was well-intentioned but possibly
not well-executed.
e.g. Every Mother’s Day, my husband cooks me the most horrid breakfast in bed
whilst my children give me gifts they have made themselves, but it’s the thought that
counts.
Absence makes the heart grow fonder.
Being away from loved ones means that your affection for them grows. Can be
compared with its near opposite “familiarity breeds contempt”.
It’s no use crying over spilt milk.
The idea that what has already occurred cannot be altered, and so recriminations are
pointless.
e.g. Peter watched forlornly as the value of the shares he had sold just the day
before rose ever higher on the stock exchange, but eventually decided that it was no
use crying over spilt milk and got back to tracking his own portfolio.
More haste, less speed.
A request for an action to be undertaken quickly, but not carelessly.
e.g. Following the spate of accidents on the factory production line due to careless
work practices, the management issued a memo calling for more haste, less speed.
Every cloud has a silver lining.
This idiom illustrates the concept that every event or happening has a positive aspect.
e.g. I recently caught a severe case of the mumps and was very, very sick; however,
I did get a week off work so I guess every cloud has a silver lining.
Interviews:
(Canada)extract 1:
Loonie- $1
Toonie- $2
Double-double- coffee with two creams+ two sugars
Timmy’s- salng for Tim Horton’s coffee shop
Eh? A suffix added at the end of sentences, to ask for s response of agreement or
disagreement (don’t you think?)
Tuque- a knit cap worn in winter
Pop- sweet, carbonated beverages (soda)
Poutine- French Fries, served in cheese cards and covered in gravy
Beaver Tail- a flat, fried pastry in the shape of a beaver ‘s tail. Served in a variety of
toppings.
(Northern Ireland) extract
Wee- small
Boutye- How are you?
New Zeland extract
Tacky- unfashionable, run-down
Dunny- toilet
Answer key for some difficulties in translating everyday language:
Stale bread
The prisoners received nothing but stale bread and water for their dinner.
The cake hasn’t risen.
The cake hasn’t risen because I used plain flour rather than self-raising flour.
My pants ripped. My pants split.
My pants split along the seam when I got a bit too enthusiastic on the dance floor.
Your fly is down. Your fly is open.
Following the lecture I opened the floor for questions but was embarrassed when the
only student in the room who raised their hand simply wanted to point out that my fly was
down.
Broomstick
The broomstick remains a popular transportation choice amongst the modern witch
community.
Tug of war
Tug of war was actually an Olympic sport from 1900 to 1920, with the most
successful nation being Great Britain who won gold twice.
Mouldy wall.
Following the flood, every room in the house ended up with mouldy walls.
Clothes are creased.
The first thing I do after checking into a hotel is unpack my clothes and iron. Being in
the suitcase always makes them so creased.
Key for shed some light slide
Shed some light- slide.
You spill coffee and stain the sofa when you are distracted.
Food in the fridge went off due to the blackout.
The telephone line is engaged whereas the bathroom is occupied.
Someone can be in their early thirties, mid-thirties and late-thirties.
The tap is dripping.
The pipe is leaking.
You run out of coffee when there is no more coffee in the house.
You sleep in when you sleep late.
You go to bed late when you are sleepless.
Language and Culture
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Language and Culture are both integral parts of human life. The study of the relationship
between the two has intrigued scholars from different fields, and polarized them into
different camps.
Language determines thought and culture
Language influences thought and Culture
Culture influence people`s language
Language and culture influence each other
Language and culture does not correlate with each other
We agreed that language and culture are intertwined and that the understanding of a language, its
structure, patterns and words adds to a better understanding and translation of words and concepts
used by proficient speakers of the language who are also immersed in the culture of that language.
We have acknowledged the differences in regionalism, accents and understood that one word may
be favoured in one region over another.
In class we have mentioned the example of macaxeira/aimpim/mandioca that, within our
community of in-class students, we called the same vegetable differently.
Jack Scholes: Ingles para curiosos
The origin, meaning and usage of words and idioms of daily English.
Inglês para curiosos traz mais de 100 palavras e expressões do inglês cotidiano, com o significado de
cada uma em português, além de exemplos em inglês do seu uso em frases e a etimologia de cada
um dos termos. Eu aprendi nesse livro, entre muitas outras coisas, que "dente canino" em inglês é
"eye tooth" porque esses dentes se situam logo abaixo dos olhos. Enquanto, em português, se diria
"Eu daria o meu dedinho para conseguir um lugar na primeira fila", em inglês essa expressão seria
"I'd give my eyeteeth for a front row seat". Inglês para curiosos tem 116 páginas extremamente
fáceis e agradáveis de ler, escritas por Jack Scholes e publicadas pela Editora Papier.
http://www.youtube.com/watch?v=vGJSA8-c5sQ
We have mentioned the following: aboveboard/also-run/bankrupt/apple-polisher/back to square
one/to go bananas/ to bark at the wrong tree. However, there are many others, I have published
here just the first page of the index, for your perusal.
Aboveboard/acid test/an albatross/alive and kicking/also-run/apple-polisher/back to square one/to
go bananas/bankrupt/to bark at the wrong tree/bedlam/to bet one’s bottom dollar/bigwig/the
bottom line/catch 22/cheesed off/when the chips are down/a cinch/on cloud nine/a dark
horse/deadline/a different kettle of fish/donkey’s years/duff/to earmark/an ear to the ground /to
eavesdrop/to egg on/at the end of one’s rope or tether/to give one’s eyeteeth for/to face the music
As the lesson progressed we have discussed the co notational and den notational meaning of words.
We have given the example of ginger/red hair; fat/overweight.
A word's denotation is its literal definition. For example:
Snake: a limbless reptile with a long, scaly body
A word's connotation is all the association we have with it. For example:
"snake in the grass," the biblical serpent, the danger of poisonous snakes, our own fear of
snakes, or a malevolent (evil, bad) person might be called "a real snake"
Connotation can depend on the person who hears the word and brings his or her own associations
to it.
* A plumber might immediately think of a plumbing tool called a snake.
*A biologist might think of the rare Indigo Snake he felt lucky to see the past weekend.
Some words, though, have shades of meaning that are commonly recognized. While "serpent" is
literally a snake, the word "serpent" is usually associated with evil. In today's society,
"politician" has somewhat negative associations, while "statesman" sounds more positive.
We have discussed the issue of the importance of being politically correct or not, if to capture the
intention of the author when translating. Either way the acknowledgement that some words carry
pejorative meanings is crucial for an effective understanding. Making informed decisions allow
people to communicate effectively to the target audience.
In order to minimize social and institutional offense in regards to race, class, gender, racial, sexual
orientation, cultural, religious, ideological, disability and age-related contexts, certain vocabulary
should be avoided as it may be perceived as being politically incorrect.
E.g.
NO
Instead…use
Dear Sirs
nigger
Half-cast
Bum
mick
handicapped
Dear Sir or Madam
Afro-american
Native Australian (for instance)
Homeless
Catholic person
Person with a disability/e.g.
visual impaired
Intention
Gender
Race
Race
class
religion
disability
We have also seen some signs and the link with the culture in which they have been encountered.
In our lesson we have discussed some signs, the vocabulary used in them and how this was
closely translated alongside with the culture of where the signs were withdrawn from.
Mind the Gap
Water Restriction
CCTV
Look Right/Left
Please drive slowly ( baby Hedgehogs/wallabies)
Be aware (Dingoes/ticks)
No junk mail
Cab stand
Paper in/not in toilet
We have illustrated that Keneth Hale, Master Linguist, states that ‘ When you lose a language,
you lose a culture, intellectual wealth, a work of art.’
He sought to rescue languages that were dying out. He held that meaning were fluid to be
captured and readily translated word-for-word from one language to another. A complete text
about his language experience can be found in the website below:
http://books.google.co.uk/books?id=HMD9lceD12kC&pg=PA18&lpg=PA18&dq=kenneth+
hale+cae&source=bl&ots=IOro9nFUDj&sig=K3XGbP9qQBAFm0HWZZmnQY3HCLA&hl
=en&sa=X&ei=BhpwUKyZOova9ASWzIDoBw&ved=0CB4Q6AEwAA#v=onepage&q=ke
nneth%20hale%20cae&f=false
Kenneth Locke Hale, a master of languages, died on October 8th, aged 67
SOMETIMES Kenneth Hale was asked how long it would take him to learn a new language. He thought ten or 15 minutes would be
enough to pick up the essentials if he were listening to a native speaker. After that he could probably converse; obviously not fluently,
but enough to make himself understood. To those whose education, however admirable in other respects, had provided only
rudimentary language skills, Mr Hale seemed a marvel.
And so he was. He had a gift. But he was also an academic, a teacher of linguistics at the Massachusetts Institute of Technology (MIT).
He was aware that many otherwise clever people are dunces at learning a second language. He sought to find laws and structures that
could be applied to all languages. As well as studying the common languages, French, Spanish and so on, the search took him into
many linguistic byways, to the languages of native Americans and Australian aborigines and the Celtic fringes of Europe. As many of
these languages had no written grammar or vocabulary, and indeed were spoken by few people, Mr Hale picked them up orally. His tip
for anyone who pressed him for advice on learning a language was to talk to a native speaker. Start with parts of the body, he said, then
common objects. After learning the nouns, you can start to make sentences and get attuned to the sounds. Still, there was much more
to language than that. Noam Chomsky, like Mr Hale a teacher of linguistics at MIT, wrote:
Language is really weird. Although speaking a language is for normal humans an effortless task, there is nothing else in the natural
world that even approaches its complexity... Although children receive no instruction in learning their native language, they are able to
fully master it in less than five years. This is all the more confusing as language is much more computationally complex than, say,
simple arithmetic, which often takes years to master... It is often hypothesised that language is an innate human faculty, with its own
specialised system in our brain.
Some students of linguistics believe that such a system, if it exists, is normally shut down in the brain at the age of 12. But for Mr Hale it
was around this age that his interest in language was just starting.
In cowboy boots
Kenneth Hale's childhood was on a ranch in Arizona and he started his education in a one-roomed school in the desert. Many years
later, lecturing at MIT, he still felt most comfortable in cowboy boots. On his belt was a buckle he had won at a rodeo by riding bulls, and
he had the slightly bowed legs of a horseman. His students were impressed that he could light a match with his thumbnail.
Mr Hale had discovered his talent for language when playing with Indian friends who taught him Hopi and Navajo. Learning languages
became an obsession. Wherever he travelled he picked up a new tongue. In Spain he learnt Basque; in Ireland he spoke Gaelic so
convincingly that an immigration officer asked if he knew English. He apologised to the Dutch for taking a whole week to master their
somewhat complex language. He picked up the rudiments of Japanese after watching a Japanese film with subtitles. He sought to
rescue languages that were dying out. One Indian language at its last gasp was spoken by the Wopanaak, the tribe that greeted the
Pilgrim Fathers in 1620. It is now spoken again by several thousand people around Cape Cod. A Wopanaak who studied under Mr Hale
is preparing a dictionary of her language. “Ken was a voice for the voiceless,” said Noam Chomsky.
Mr Hale could converse in about 50 languages, perhaps a world record, although he was too modest to claim one. But some tongues,
such as Australia's Lardil, died with its last seven speakers. Mr Hale was the last person on earth to speak some languages. Hundreds
are disappearing, he said. “They became extinct, and I had no one to speak them with.”
How much did Kenneth Hale contribute to an understanding of the apparently innate human capacity for speech? He made a number of
what he called “neat” discoveries about the structure of language, and had an instinctive sense of what all languages had in common.
After his retirement from MIT in 1999, he said he would “really get down to work”, an ambition he was unable to achieve. And linguistics
itself is a fairly recent discipline. He is likely to be remembered by “The Green Book of Language Revitalisation”, which he helped to edit
and which was published shortly before he died. It was warmly welcomed, especially by those who may be a touch aggrieved by the
spread of English, which is blamed for brutally sweeping other languages aside.
A scholarly argument surfaces from time to time about the desirability of keeping alive languages that, in medical parlance, are brain
dead. Occasionally the argument turns nationalistic. For example, is what Mr Hale called the “revitalisation” of Welsh merely a nuisance
in Britain where, obviously, English is the working language? Kenneth Hale had an indignant answer to that question. “When you lose a
language,” he told a reporter, “you lose a culture, intellectual wealth, a work of art. It's like dropping a bomb on a museum, the Louvre.”
Keneth Hale is also mentioned in the On the Same Page: Voices of Berkeley keynote
event moderated by Geoff Nunberg
Panelists were the scholars Lera Boroditsky and Lily Wong Fillmore; author and Cal
alumna Maxine Hong Kingston; actor and Cal alumnus John Cho. Among other
themes, they have illustrated Dreaming in Different Tongues: Languages and the Way We
Think, What is not on the page, when you master the language but not how nice or rude you
may sound(nuances of language),Language and identity, power of words, untranslatable
words, third culture kids, language deficit and behaviour in schools, changing personality or
perception of changes when speaking another language, among others.
A must: http://www.youtube.com/watch?v=I8uUjtiaXqE (you may want to skip the
introduction but advise to watch until the end, when audience interacts with the speakers).
Register
A register involves the intonation and the vocabulary which are used to address someone
specific. These may vary according to the social relationship (or other factors) between
the parties involved in dialogue.
Learning a word
•
•
•
•
•
•
Receptive knowledge - decoding
Conceptual knowledge- applying
Phonological knowledge- pronouncing
Grammatical knowledge- usage
Co notational Knowledge- + or Metalinguistic Knowledge -literal and implied
meaning
• Memory- RETRIEVING
Cameron, L. 2001
We agreed that if there are different ways to encounter a word or utterance, there are also
different ways in which we can learn them such as:
Recap
• Associating it with picture
• Learning other words related to original search
• Learning something interesting about the word
• Experiencing the word in different contexts
• Repetition
• Using the words
Maximizing learning opportunities
The last session of our lesson would be to experiment with different types of exercise. For
this, you can refer to your material, or browse: www.flo-joe.com all answers are provided
there.
When talking about categories, we have coined the terms:
Homophones/homonyms/hyperbole/euphemism/oxymoron/false
cognates/metaphor/similes/(among other imagery).
List of Websites:
Scholarship for Brazilian students overseas:
http://scholarship-positions.com/scholarships-for-brazilian-students/2012/04/27/
International Schools around the world:
https://www.iss.edu/
COBIS
Council for British International Schools
Mestrado e Pos- Graduacao
http://bolsas.universia.com.br/br/index.jsp
Fullbright and Capes
The Guardian Educational Supplement (Tuesdays)
Research opportunities, articles, job opportunities.
Seek teachersIt is an educational consultancy for international teaching jobs. Working with nurseries through to universities they specialise in
placements for qualified staff right through to middle and senior leadership included support staff.
http://www.seekteachers.com/
Career onehttp://jobs.careerone.com.au/
Joyjobs
http://www.joyjobs.com/
Searchassociates
http://www.searchassociates.com/
Comprehensive list of websites
http://www.britishcouncil.org/learning-ie-teaching-exchange.htm
http://www.guardian.co.uk/education
Reference material suggested by students:
I will share when permission has been given. Sent emails to students and am awaiting their response.
Other videos suggested:
Patricia Kuhl: The Linguistic genius of babies
www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies
Use of Corpus:
http://www.cambridge.org/br/elt/catalogue/subject/custom/item3637700/Cambridge-EnglishCorpus-Cambridge-English-Corpus/?site_locale=pt_BR
http://www.rong-chang.com/call.htm
Vocabulary Strategies link doc
Vocabulary Learning Strategies
There are numerous different classification systems for vocabulary learning strategies. Several
common used are listed at the following. Gu and Johnson (1996) developed a classification of
vocabulary learning strategies that are beliefs about vocabulary learning, metacognitive regulation,
guessing strategies, dictionary strategies, note-taking strategies, memory strategies (rehearsal),
memory strategies (encoding) and activation strategies. Schmitt (1997) took advantage of Rebecca
Oxford’s (1990, p.14) classification of learning strategies containing memory strategies, cognitive
strategies, metacognitive strategies, and social strategies, and the Discover/Consolidation
distinctions suggested by Cook and Mayer to propose an extensive taxonomy of vocabulary learning
strategies. It can be divided into two classes. Five groups are included in these two classes.
I. Strategies are used for the discovery of a new word’s meaning
Determination strategies (DET): the strategies are used to discover a new word’s meaning without
recourse to another’s expertise when learners don’t know a word. For instance, learners can use a
dictionary, analyze any available pictures or gestures or guess meaning from textual context.
Social strategies (SOC): the strategies are employed to ask someone who knows. Learners can ask
teacher or classmates about information in a variety of ways, such as a synonym, paraphrase, or L1
translation of new word.
II. Strategies are used for consolidating a word once it has been encountered
Social strategies (SOC): they can also be employed to consolidate learned words by interacting with
other people like studying and practicing meaning in a group.
Memory strategies (MEM): the strategies (traditionally known as mnemonics) involve connecting
the word to be retained with some previously learned knowledge, using some form of imagery, or
grouping. A new word can be integrated into many kinds of existing knowledge (i.e. previous
experiences or known words) or images can be custom-made for retrieval (i.e. images of the word’s
form or meaning attributes).
(1) Picture/imagery: Learners study new words with pictures of their
meaning instead of definition.
(2) Related words: New words can linked to L2 words that the student
already knows. Usually this involves some type of sense relationship, such as coordination (blue –
other kinds of color like red, purple or white), synonymy (beautiful-pretty), or antonym (dead-alive).
(3) Unrelated words: Learners can also link words together that have no
sense relationships. One way of doing this is with “peg” or “hook” words. One first memorizes a
rhyme like “one is a bun, two is a shoe, three is a tree etc.” Then an image is created of the word to
be remembered is chair, then an image is made of a bun (peg word) resting on a chair. Recitation of
the rhyme draws up these images, which in turn prompt the target words.
(4) Grouping: It is an important way to aid recall, and people seem to
organize words into groups naturally without prompting.
(5) Word’s orthographical or phonological form: It involves focusing on
the target word’s orthographical or phonological form to facilitate recall. One can explicitly study the
spelling or pronunciation of a word. Other options are to visualize the orthographical form of a word
in an attempt to remember it, or to make a mental representation of the sound of a word, perhaps
making use of rhyming words. The Keyword Method entails a learner finding a L1 word which sounds
like the target L2 word, i.e. the English word cat for the Japanese word katana (sword). Then an
image combing the two concepts is created, such as a samurai cat waving a sword. When the L2
word is later heard, the sound similarity invokes the created image which prompts the L2 word’s
meaning.
(6) Other memory strategies: There are other useful ways of consolidating its meaning, such as
analyzing a word’s affixes, root, and word class. One way of increasing one’s vocabulary is to analyze
and learn the individual words of these chunks, and then use the whole chunk (if it is transparent
enough) as a mnemonic device for remembering the individual word meanings. In addition, the use
of physical action can also facilitate language recall.
Cognitive strategies (COG): The strategies are similar to memory strategies, but are not focused so
specifically on manipulative mental processing. They include repetition and using mechanical means
to study vocabulary. Another kind of cognitive strategy is using study aids. Taking notes in class
invites learners to create their own personal structure for newly learned words, and also offers the
chance for additional exposure during review.
Metacognitive strategies (MET): Students used the strategies to control and evaluate their learning,
behaving an overview of the learning process in general.
Table 1
A Simple Taxonomy of Vocabulary Learning Strategies
Vocabulary Learning Strategy (VLS)
1.Strategies for the discovery of a new
word’s meaning
2. Strategies for consolidating a word once
it has been encountered
Determination strategies (DET)
Social strategies (SOC)
Social strategies (SOC)
Memory strategies (MEM)
Cognitive strategies (COG)
Metacognitive strategies (MET)
Table 2
A Taxonomy of Vocabulary Learning Strategies (Schmitt, 1997, p. 207-8)
Taxonomy of Schmitt’s Vocabulary Learning Strategies
Strategy Group
Strategies for discovering the meaning of a new word
DET Analyze part of speech
DET Analyze affixes and roots
DET Check for L1 cognate
DET Analyze any available pictures or gestures
DET Guess from textual context
DET Bilingual dictionary
DET Monolingual dictionaries
DET Word lists
DET Flash cards
SOC Ask teacher for L1 translation
SOC Ask teacher for paraphrase or synonym of new word
SOC Ask teacher for a sentence including the new word
SOC Ask classmates for meaning
SOC Discover new meaning through group work activity
Strategies for consolidating a word once it has been encountered
SOC Study and practice meaning in a group
SOC Teacher checks students’ flash cards word lists for accuracy
SOC Interact with native-speakers
MEM Study word with a pictorial representation of its meaning
MEM Image word’s meaning
MEM Connect word to a personal experience
MEM Associate the word with its coordinates
MEM Connect the word to its synonyms and antonyms
MEM Use semantic maps
MEM Use ‘scales’ for gradable adjectives
MEM Peg Method
MEM Loci Method
MEM Group words together to study them
MEM Group words together spatially on a page
MEM Use new word in sentences
MEM Group words together within a storyline
MEM Study the spelling of a word
MEM Study the sound of a word
Table 2 (continued)
MEM Say new word aloud when studying
MEM Image word form
MEM Underline initial letter of the word
MEM Configuration
MEM Use Key word Method
MEM Affixes and roots
MEM Part of speech
MEM Paraphrase the word’s meaning
MEM Use cognates in study
MEM Learn the words of idiom together
MEM Use physical action when learning a word
MEM Use semantic feature grids
COG Verbal repetition
COG Written repetition
COG Word lists
COG Flash cards
COG Take notes in class
COG Use the vocabulary section in your textbook
COG Listen to tape of word lists
COG Put English labels on physical objects
COG Keep a vocabulary note book
MET Use English-language media (songs, movies, newscast, etc.)
MET Testing oneself with word tests
MET Use spaced word practice
MET Skip or pass new word
MET Continue to study over time
False Friends
Links and reference material
http://web.letras.up.pt/egalvao/5543219-False-Friends-English-and-Portuguese.pdf