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Research	  has	  shown	  that	  cognates	  between	  Japanese	  and	  English	  have	  the potential	  to	  be	  a	  valuable	  learning	  tool	  (Daulton,	  2008).	  Yet	  little	  is	  known	  on	  how Japanese	  learners	  of	  English	  produce	  cognates	  in	  context.	  Recently,	  studies	  have argued	  that	  cognates	  can	  cause	  a	  surprisingly	  high	  number	  of	  syntactic	  errors	  in sentence	  writing	  activities	  with	  Japanese	  learners	  (Rogers,	  Webb,	  &	  Nakata,	  2014; Masson,	  2013).	  In	  the	  present	  study,	  I	  investigated	  how	  Japanese	  learners	  of	  English understood	  and	  used	  true	  cognates	  (words	  that	  have	  equivalent	  meanings	  in	  both languages)	  and	  non-‐true	  cognates	  (words	  where	  the	  Japanese	  meaning	  differs	  in various	  ways	  from	  their	  English	  source	  words).	  	  Via	  quasi-‐replication,	  I	  analyzed participants’	  sentences	  to	  determine	  the	  interaction	  of	  true	  and	  non-‐true	  cognates on	  semantics	  and	  syntax.	  In	  an	  experimental	  study,	  twenty	  Japanese	  exchange students	  filled	  out	  a	  word	  knowledge	  scale	  of	  thirty	  target	  words	  (half	  true	  cognates and	  half	  non-‐true	  cognates)	  and	  wrote	  sentences	  for	  the	  words	  they	  indicated	  they knew.	  These	  sentences	  were	  analyzed	  quantitatively	  and	  qualitatively	  for	  both semantic	  and	  syntactic	  errors.	  Sentences	  with	  true	  cognates	  were	  semantically accurate	  86%	  of	  the	  time,	  while	  those	  with	  non-‐true	  cognates	  were	  accurate	  only 62.3%	  of	  the	  time,	  which	  was	  a	  statistically	  significant	  difference.	  When	  the sentences	  were	  analyzed	  for	  syntax,	  there	  was	  no	  statistically	  significant	  difference in	  the	  number	  of	  errors	  between	  true	  and	  non-‐true	  cognates,	  which	  contrasts	  with previous	  research.	  Qualitative	  analysis	  revealed	  that	  the	  most	  problematic	  syntactic ii issue	  across	  both	  cognate	  types	  was	  using	  collocations	  correctly.	  	  Among	  those collocational	  issues,	  there	  were	  clear	  differences	  in	  the	  types	  of	  errors	  between	  true and	  non-‐true	  cognates.	  	  True	  cognate	  target	  words	  were	  more	  likely	  to	  lead	  to problems	  with	  prepositional	  collocations,	  while	  non-‐true	  cognate	  target	  words	  were more	  likely	  to	  lead	  to	  problems	  with	  verb	  collocations.	  	  These	  results	  suggest	  that for	  intermediate	  Japanese	  learners	  of	  English,	  semantics	  of	  non-‐true	  cognates should	  be	  prioritized	  in	  learning,	  followed	  by	  syntax	  of	  true	  and	  non-‐true	  cognates, which	  should	  be	  taught	  according	  to	  the	  most	  problematic	  error	  types	  per	  cognate status.

Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition