Spanish/English false friends

A linguistic analysis of Spanish and English false friends in areas of education

and occupation

Kinga Krukowska
Paulina Mechowska
Abstract................................................................................................................................................................
Introduction.........................................................................................................................................................
1. Literature review.............................................................................................................................................
1.1. Origin of the term „false friend”...........................................................................................................
1.2. Definition of false friend........................................................................................................................
1.3. Classification of false friends.................................................................................................................
1.3.1. Semantic classification..................................................................................................................
1.3.2. Pragmatic classification................................................................................................................
1.3.3. Etymological classification............................................................................................................
2. English-Spanish false friends.........................................................................................................................
2.1. Origins.....................................................................................................................................................
2.2. Selected conclusions and observations from other studies.................................................................
3. Analysis of the English-Spanish false friends in areas of education and occupation................................
3.1. Analysis of the English-Spanish false friends......................................................................................
3.1.1. Career / Carrera.............................................................................................................................
3.1.2. Lecture / Lectura............................................................................................................................
3.1.3. Library / Librería...........................................................................................................................
3.1.4. College / Colegio.............................................................................................................................
3.1.5. Bomber / Bombero.........................................................................................................................
3.1.6. Mayor / Mayor...............................................................................................................................
3.1.7. Conductor / Conductor..................................................................................................................
3.2. Table........................................................................................................................................................
Conclusions..........................................................................................................................................................
References............................................................................................................................................................

1
Abstract

El objeto de este trabajo es doble: por un lado, describiremos el complejo ámbito de los falsos
amigos, generalmente y entre el inglés y el español, investigando sus orígenes, definiciones,
clasificaciones e implicaciones; por otro, analizaremos unas parejas de falsos amigos. El
aprendizaje de un idioma no se trata solo de gramática y vocabulario; se trata de navegar la
red de matices culturales y lingüísticos. Los falsos amigos, palabras que parecen similares
entre idiomas pero tienen significados distintos, plantean un desafío para los aprendices de
español e inglés. Diversos académicos aportan interpretaciones matizadas, abarcando
distinciones entre falsos amigos léxicos e idiomáticos, junto con consideraciones para la
enseñanza de idiomas. Las investigaciones describen la clasificación semántica, identificando
falsos amigos semánticos completos y parciales. Además, las clasificaciones pragmáticas y
etimológicas añaden capas de complejidad, destacando la importancia del contexto y de las
raíces históricas. En este estudio, analizaremos siete parejas de falsos amigos en áreas como
educación y ocupación, destacando los posibles peligros y matices sutiles dentro de estos
términos. Ejemplos como career y ‘carrera’, lecture y ‘lectura’, y library y ‘librería’ subrayan
la importancia de la conciencia lingüística para prevenir interpretaciones equivocadas.
Basándonos en conexiones etimológicas y análisis semánticos, revelaremos cómo estas
palabras aparentemente familiares pueden llevar a malentendidos. El análisis destaca el papel
de las influencias históricas y las raíces latinas compartidas en la creación de falsos amigos.
Enfatizamos la importancia de la comprensión contextual y la cuidadosa consideración de los
orígenes de las palabras.

Keywords: False friends, false cognates, linguistics, semantics, communication.

2
Introduction

Language, as a medium of communication, often causes problems and challenges for learners
that go beyond mere grammatical nuances and syntactic structures. Many researchers are
fascinated by the phenomenon of the word pairs called false friends which, although they
seem similar in both languages, have distinct meanings. This linguistic phenomena is a
subject of numerous studies, particularly in the realms of translation, language acquisition and
teaching. Over the years, linguists and scholars have delved into various aspects of false
friends, examining their origins, definitions, classifications, and implications in different
linguistic contexts. In the world of languages, between English and Spanish definitely exist
lexical similarities. The resemblance is because of the historical influence of French and Latin
on English. However, these similarities do not imply that they are semantically equivalent.
The object of this paper is to explore the essence of these linguistic pitfalls, their potential
impact on language learners. We will try to answer the question how they might cause
problems or misinterpretations. To conduct this study, we will study seven pairs of English-
Spanish false friends from the areas of education and occupation.

1. Literature review

1.1. Origin of the term „false friend”

Lewis (2020) indicates that the concept of false friends in linguistics and translation has been
recognized for over 90 years. Maxime Koessler and Jules Derocquigny introduced the term
"false friends" into linguistic discourse in 1928 through their influential book, "Les faux amis
ou les trahisons du vocabulaire anglais," which served as a guide for translators. In this work,
the authors extensively explained 1228 English entries across 390 pages in French, offering
insights into proper translation techniques. Within this article, the author characterizes false
friends as a widely used term that denotes a linguistic phenomenon where a pair of words
from two different languages appear similar or identical in form but differ in meaning.

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1.2. Definition of false friend

The concept of false friends is extensively employed in various studies pertaining to second
language acquisition, translation, teaching, and related fields (Al-Athwary, 2021). It stands
out as one of the compelling and significant linguistic themes in recent times.

According to the Cambridge Dictionary (https://dictionary.cambridge.org/), a false fiend is “a

word that is often confused with a word in another language with a different meaning because
the two words look or sound similar”. Moreover, the Real Academia Española
(https://dle.rae.es/) defines this term as “Cada una de las dos palabras que, perteneciendo a
dos lenguas diferentes, se asemejan mucho en la forma, pero difieren en el significado, y
pueden dar lugar a errores de traducción; p. ej., inglés actually 'efectivamente' y español
actualmente”.

False friends are typically characterized as word pairs that share visual or phonetic similarities
in terms of orthography and/or pronunciation in two languages. However, despite these
resemblances, they exhibit substantial differences in meaning (Domínguez & Nerlich, 2002).

Roca-Varela (2015) offers a comparable explanation, expressing that false friends

(abbreviated as FF) are lexical elements in distinct languages that bear a resemblance in their
form but carry distinct meanings.

An alternative definition can be gleaned from the standpoint of language teaching (LT). As
per Sales (Salvador & Sales, n.d.) false friends refer to words in a target language (L2) whose
outward appearance is akin to (or matches) the appearance of one or more words in the
learner's native language (L1) due to a shared etymon. Consequently, the exploration of false
friends is conducted across various linguistic discussions, although the definition largely
remains consistent.

Certain scholars draw a differentiation among the terms 'cognates', 'false cognates', and 'false
friends' (Moss, 1992), while others opt to employ only the term 'cognates' to encompass all
three concepts (Dubois, 1979).

According to Horea (Ioana, n.d.) false friends, also known as false cognates, are words that
may share similar sounds in two or more languages but, in reality, have distinct meanings.
The genesis of this concept lies precisely in the notion that the English word appears to be

4
"friendly" to the learner. In other words, the similarity to a concept already familiar to the
speaker in their native language facilitates communication in English, making it
comparatively easier than when using entirely new and unfamiliar words. Consequently, these
words are initially perceived as helpful "friends". However, they ultimately reveal
significantly different meanings than initially assumed based on their resemblance to the
mother tongue, proving to be deceptive and more challenging than anticipated.

Al-Athwary (2021)claims that there exists a distinction between lexical false friends (FFs)
and a category known as idiomatic false friends. He says that according to Al-Wahy
(2009)idiomatic false friends refer to "expressions that share identical or similar forms across
different languages but diverge in meanings or possess distinct sociolinguistic or stylistic
characteristics" (p. 104). This implies that false friends extend beyond individual words and
can encompass multi-word phrases and diverse structural elements.

1.3. Classification of false friends

Chacón (2006) claims that regarding the categorization of genuine cognates and deceptive
false friends, comprehensive progress has been limited thus far. Despite this, certain
independent research initiatives have endeavored to categorize them, each with distinct
objectives. However, a universally accepted typology that encompasses both formal and
semantic criteria at an equivalent level of analysis is currently lacking.

Moss (1992)categorized a written collection of false friends using the following criteria: (a)
the length of words measured by the number of letters; (b) the count of disparities between
English and Spanish words; (c) the proportional difference, indicating the ratio of differences
in relation to word length; (d) the part of speech; (e) whether the initial and final letters are
identical or distinct; (f) the quantity of vowel differences, further classified into addition,
deletion, and change; (g) the quantity of consonant differences, further classified into
addition, deletion, and change; and (h) specific letter distinctions.

Veisbergs (1996)made a classification and separated false friends into the following
categories: proper false friends, occasional/accidental false friends, and pseudo false friends.
This classification is broader and examines the primary categories of false friends.

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1.3.1. Semantic classification

According to the research by Roca-Varela (2015)the results indicate that the extent of
semantic similarity between the word in the native language (L1) and the second language
(L2) determines a hierarchy. This hierarchy comprises three types of false friends, which are
further classified into two primary categories: full (or total) semantic false friends and partial
semantic false friends.

According to Chamizo-Domínguez (2012)the initial category denotes word pairs in two or

more specified languages with dissimilar meanings, and under no circumstances should they
be translated interchangeably. An example of such word pairs would be exit in English
meaning “door” or “way out” and Spanish éxito meaning “success”.

1.3.2. Pragmatic classification

Certain practical aspects are important when dealing with false friends, and scholars like
Roca-Varela (2015)have talked about them. Granger and Swallow (1988)point out different
elements like what a word directly means, what it suggests, the style and formality it's used
with, and more, for similar words in various languages. These factors stress how crucial the
context is, along with the suggested meanings of words in each language and the social and
cultural aspects tied to these words. Unfortunately, these things are sometimes overlooked
when sorting words based on their meanings.

The research conducted by Inčiuraitė-Noreikienė & Šarkaitė (2022)holds significance as it

contributes valuable insights into the complexities of false friends. The study emphasizes the
nuances associated with partial similarity, variations in style, and the frequency of usage
across different languages. It underscores the importance of a comprehensive approach to
language learning, emphasizing the need for contextual and cultural awareness beyond mere
word translations. The findings suggest that a deeper understanding of language challenges is
essential for learners and educators alike. This research not only enriches linguistic
scholarship but also carries practical implications for language pedagogy and cross-cultural
communication.

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1.3.3. Etymological classification

From the etymological point of view, false friends can be classified into two categories:
chance false friends and semantic false friends. Chance false friends are terms that are
identical or very similar in two or more languages but lack an etymological explanation
justifying this similarity (for example, "burro" in Spanish and "burro" in Italian). In this case,
chance false friends in two languages are equivalent to homonyms in a single language. On
the other hand, semantic false friends are words identical or very similar in two languages
because they are etymologically related, meaning they share a common ancestor even though
they differ in their meanings. Therefore, semantic false friends can be seen as equivalents to
polysemous terms in a single language (Chamizo, 2012).

2. English-Spanish false friends

2.1. Origins

Spanish and English, being extensively used languages, share several commonalities. Spanish,
having evolved from Latin, exhibits numerous similarities to the Latin language. Similarly,
English, originating from various languages, includes many words rooted in Latin. The
common linguistic ancestry of both languages has resulted in similar sounds, and variations of
the same root word often bear a striking resemblance, even if their meanings diverge
significantly.

While this linguistic overlap has caused confusion for learners attempting to master either
English or Spanish, it has also given rise to numerous words that share both spelling and
pronunciation while conveying the same meaning. Consequently, distinguishing between true
cognates and false friends becomes more challenging.

Furthermore, many words in both English and Spanish have been borrowed from other
languages, notably Greek (e.g., amnesia, gas, panorama, drama). Throughout history,
languages have frequently borrowed from one another, leading to a significant overlap in
vocabulary (O’Neill & Casanovas, 1997)
. However, this borrowing has also resulted in words
that appear or sound alike but carry distinct meanings, contributing to confusion and, at times,
embarrassment when an incorrect word is chosen.

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2.2. Selected conclusions and observations from other studies

Lina Inčiuraitė-Noreikienė (2022) in her study ¨Analysis of English-Spanish False Friends¨

employs a combination of qualitative and quantitative methods to analyze English-Spanish
false friends, focusing on 115 word pairs. Qualitative analysis involves identifying the most
common part of speech and etymology, assessing the degree of false friendship/semantic
resemblance based on Roca-Varela's classification. For quantitative analysis, a questionnaire
was used to gather numerical data on participants' familiarity with false friends, their ability to
identify them, and detect incorrect usage. Definitions were sourced from the Cambridge
Advanced Learner’s Dictionary for English and the DRAE for Spanish, with translations and
etymology supported by WordReference, OED, The Free Dictionary & DEC. The
methodology aims to provide a comprehensive understanding of the linguistic and semantic
aspects of English-Spanish false friends.

The examination of the chosen English and Spanish word pairs yielded several key findings
that contradicted the anticipated outcomes:

Initially, an analysis of the parts of speech distribution in both languages revealed that nouns
are the most prevalent part of speech among false friends in English and Spanish. This
suggests that the phenomenon of false friends has not brought about any significant alterations
in traditional grammar.

Secondly, the influence of French on the English language surpasses initial expectations and
has substantially transformed the lexicon of English vocabulary. This is evident in the
prevalence of false friends sharing a Latin origin, indicating that this phenomenon has been
more easily and naturally incorporated into the English language than the reverse.

Lastly, the predominant type of false friends is semantic total, signifying that these words
have evolved divergent meanings over time, making it highly unlikely for them to be easily
translated by speakers of the other language. As a result, English-Spanish false friends exhibit
the highest degree of false friendship and the lowest degree of semantic resemblance.

The outcomes of the questionnaire confirmed that a majority of second language (L2) users
are cognizant of this linguistic phenomenon. They can identify false friend pairs, comprehend
their meanings in both English and Spanish, and, in most instances, prevent
miscommunication by detecting errors caused by them.

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The analysis of Chacón Beltrán (2005) reveals that false friends pose a significant learning
challenge for intermediate learners of English as a second language (L2), particularly in
English for Academic Purposes, as indicated by low scores on the initial test. Spanish mother-
tongue students at this level may encounter difficulties with false friends, highlighting a
broader impact on this demographic. Learners, despite low initial test scores, tend to
overestimate their knowledge due to formal similarities between L2 and L1 words, resulting
in an interlinguistic influence problem. This overestimation, progressing from unconscious
lack of word knowledge to the alteration of wider contexts, may distort both immediate and
broader language contexts, especially at lower-intermediate and intermediate levels. The
study emphasizes the complexity of learning false friends, recommending explicit teaching
methods with metalinguistic information to bridge the gap between L1 and L2. Teaching
strategies, such as providing L1 translations and implicit treatment through input flood, are
effective in the classroom context. The durability of results is suggested to be influenced by
the time between initial and delayed post-tests and the learning context, with explicit
instruction showing lasting effects. Academic performance comparisons indicate that
motivated learners may benefit more from teaching techniques. Recommendations include
exploring linguistic similarities in cognate vocabulary teaching while fostering language
awareness to prevent overgeneralization. The study underscores the need for future research
to consider individualized teaching approaches in EFL situations with shared linguistic and
cultural backgrounds.

3. Analysis of the English-Spanish false friends in areas of education and

occupation

In our paper, we will now analyze seven pairs of false friends. We chose these examples from
the areas of education and occupation. We aim to highlight subtle nuances between them.
Through this analysis, we hope to provide valuable insights into the potential pitfalls that
someone might encounter, enhance linguistic awareness, prevent possible misinterpretations
and most importantly, show their similar origins of these pairs.

9
3.1. Analysis of the English-Spanish false friends

3.1.1. Career / Carrera

One of the pairs of false friends is the English word ‘career’ and the Spanish word carrera.
The similarity in spelling might suggest a shared meaning, but they differ in their meanings.
In English, the word ‘career’, according to Cambridge Dictionary, refers to " the job or series
of jobs that you do during your working life, especially if you continue to get better jobs and
earn more money". It denotes one's professional journey, occupation or the series of
employment opportunities that someone may engage in over their lifetime.

In Spanish, DRAE defines the word carrera as a "conjunto de estudios, generalmente

universitarios, que habilitan para el ejercicio de una profesión". Whether in the area of
medicine, law, engineering, or any other specialized field, this term describes a formal
educational pathway that gives the knowledge and skills required for professional practice.

The word ‘career’ originates from the French word carrière, which in the 16th century meant
‘road’ or ‘racecourse’. Both terms are linked to the Latin word carrus which stands for
‘chariot’. The Spanish word carrera comes from Late Latin carrāria, which derives from the
word carrus.

The difference between these false friends lies in the range of their meanings. Unlike the
Spanish ‘carrera’, the English term does not carry the educational connotation. ‘Career’
encapsulates the entirety of someone’s work history, from the initial steps into the workforce
to their eventual retirement.

3.1.2. Lecture / Lectura

Word lectura, according to Diccionario de la Real Academia Española (DRAE), refers to the
"acción de leer". Additionally, it denotes the "obra o cosa leída". In essence, lectura contains
both the act of engaging with written information and the range of materials, such as books,
articles, or any written composition, that serve as the subjects of the intellectual pursuit.

A ‘lecture’, as defined by the Cambridge Dictionary, is "a formal talk on a serious subject
given to a group of people, especially students". Lectures often involve a speaker addressing

10
an audience, providing an organized and structured discussion that facilitates learning and
understanding within the academic or informative context.

The English word ‘lecture’ traces its etymology back to the Medieval Latin term lectura ‘a
reading’. This term is derived from the Latin word lectus which serves as the past participle of
the verb legere ‘to read’. The Spanish word lectura also comes from the Latin word lectura.

The apparent similarity can lead to misinterpretation if someone is not aware of the distinct
meanings. The confusion may arise when individuals attempt to directly translate these terms
and mistake lectura for a formal spoken presentation in English or misunderstand the English
‘lecture’ as a written text in Spanish. A ‘lecture’ involves a speaker providing information to
an audience, often as part of an educational or informative context. Unlike the broad scope of
lectura in Spanish, ‘lecture’ in English is confined to spoken discourse.

3.1.3. Library / Librería

The Spanish word librería and the English word ‘library’ are a classic example of false
friends. Defined by the Cambridge Dictionary, a ‘library’, is "a building, room, or
organization that has a collection of books, documents, music, and sometimes things such as
artwork, for people to borrow, usually without payment ". Serves as a source of knowledge
and culture, plays a vital role in facilitating public access to a diverse range of resources and
promoting intellectual exploration.

Word librería in Spanish refers to a store or establishment primarily dedicated to the sale of
books. According to the DRAE, it is defined as a "tienda donde se venden libros".
Additionally, this term can also denote a "mueble con estantes para colocar libros". It
describes a piece of furniture designed with shelves or compartments specifically for the
purpose of organizing and displaying books.

The English word ‘library’ derives from Old French word librairie ‘collection of books;
bookseller's shop’. It has its roots in the Latin words liber ‘book, paper, parchment’, then
librarium ‘chest for books’ and libraria ‘a bookseller's shop’. The Spanish word librería
comes from the word libro and a suffix -ería. The term libro also comes from the Latin word
liber.

11
For a Spanish speaker, the term ‘library’ might be initially misleading, as it does not convey
the commercial aspect of buying books. Similarly, an English speaker might find the word
librería confusing and expect it to refer to a place primarily for borrowing books rather than a
retail store.

3.1.4. College / Colegio

In English, the word ‘college’ refers to "a university where you can study for an
undergraduate degree". The term extends to "any place for specialized education after the age
of 16 where people study or train to get knowledge and/or skills". In this context, it is a place
which provides opportunities for individuals to pursue undergraduate degrees, marking a
significant stage in higher education. Additionally, "in Britain and Australia, used in the
names of some schools for children, especially private schools".

Colegio, according to the Diccionario de la Real Academia Española (DRAE), is an

"establecimiento de enseñanza para niños y jóvenes" and "edificio del colegio". It
encompasses both the physical structure, referred to as a school building, and the institution
itself. Additionally, colegio can also denote a "casa o convento de una congregación o
instituto religioso destinado a estudios".

The word ‘college’ has its roots in the Old French term collège ‘collegiate body’. This Old
French word originates from Latin collegium ‘community, society, guild’ and from collega
‘partner in office’. Similar to the word ‘college’, the Spanish colegio also derives from the
same Latin word collegium.

In this case, confusion could arise when a Spanish speaker refers to their colegio assuming it
corresponds to an English ‘college’, and vice versa. In Spanish, the term colegio encompasses
the early stages of formal education. In contrast, in English ‘college’ is used to describe post-
secondary institutions where students pursue higher education degrees. This misunderstanding
may lead to misconceptions about the educational level or institution that is being discussed.

3.1.5. Bomber / Bombero

The false friends bombero in Spanish and ‘bomber’ in English may sound similar, but they
have distinct meanings. The confusion between these false friends can arise from their similar

12
spellings. Both words have a common origin, but they have evolved to represent different
concepts in Spanish and English.

The English word ‘bomber’ consists of the word ‘bomb’ and a suffix ‘-er’ and the term
‘bomb’ comes from French bombe. This French word finds its origin in Italian bomba, which
is believed to have its roots in the Latin bombus ‘a deep, hollow noise; a buzzing or booming
sound’ and has been influenced by the Greek term bombos. The Spanish term bombero is
made of bomba and a suffix -ero. The word bomba, just like English ‘bomb’, derives from
Latin bombus.

A ‘bomber’, according to Cambridge Dictionary, can be understood in two distinct contexts.

Firstly, it refers to "a person who uses bombs" denoting an individual engaged in the act of
using explosive devices for destructive purposes. This definition describes those involved in
violent activities using bombs as a means to cause harm or damage. Secondly, is characterized
as "an aircraft that drops bombs" describing a type of military aircraft designed and equipped
for delivery of explosive ammunition.

The Spanish word bombero, in accordance with the DRAE, refers to a "persona que tiene por
oficio extinguir incendios y prestar ayuda en otros siniestros". This professional is trained to
handle fire-related incidents, respond to emergency situations, focusing on fire prevention,
containment, and rescue operations. Such professionals play a crucial role in protecting
people.

3.1.6. Mayor / Mayor

The word mayor, in the context of the Spanish language, consists of multiple definitions,
provided by the Diccionario de la Real Academia Española (DRAE). Firstly, it denotes
something "que excede a algo en cantidad o calidad". This definition implies a comparative
measure, indicating superiority or excellence in a particular aspect. Secondly, when "dicho de
una persona: que excede en edad a otra". This usage indicates a comparison, highlighting the
seniority of one individual over another. Additionally, the term mayor is used when "dicho de
una persona: entrada en años, de edad avanzada". In this sense, it describes a person who is
advanced in age, connoting an elderly or senior status.

Cambridge Dictionary defines the word ‘mayor’ as "a person who is elected or chosen to lead
the group who governs a town or city". His person normally holds a position of authority and

13
responsibility within the local government, representing the community's interests and making
decisions on various matters that affect the well-being and development of the municipality.

The Spanish word mayor originates from the Latin adjective major / maior ‘greater’ and was
used in Late Latin as a noun. The English ‘mayor’ comes from Old French maire. This French
term also has its roots in Latin maior.

Despite the resemblance, these words convey distinct concepts. The misunderstanding arising
from this pair of false friends may lead to confusion and miscommunication. For instance, a
Spanish speaker might mistakenly use the word ‘mayor’ in English conversation, intending to
convey the idea of age or size, only to be met with confusion from English speakers who
associate the word with a political figure.

3.1.7. Conductor / Conductor

A word ‘conductor’ in English can be defined in two different contexts. Firstly, according to
the Cambridge Dictionary, it refers to "someone who directs the performance of musicians or
a piece of music." In this sense, the conductor plays a crucial role in coordinating and leading
an orchestra or ensemble during a performance. Secondly, in the context of public
transportation, a conductor is described as "someone whose job is to sell tickets on a bus,
train, or other public vehicle".

In Spanish, the term conductor, according to the Diccionario de la Real Academia Española
(DRAE), defines a person "que conduce". This meaning is practically and solely
transportation-focused. It refers to a person who drives a vehicle, such as a car or bus. It
specifically denotes someone responsible for the operation and control of a mode of
transportation.

The word ‘conductor’ has its roots in French conductour. This term originates from Latin
conductor ‘one who hires, contractor’ and from conductus, past participle of conducere ‘to
lead or bring together, contribute, serve’. The Spanish word conductor also derives from the
Latin term conductor.

The divergence in meanings highlights the potential for confusion and miscommunication
between Spanish and English speakers. Someone familiar with the Spanish term, which

14
specifically denotes someone responsible for the operation of a vehicle, might assume the
English equivalent has a similar meaning which may lead to misunderstandings.

3.2. Table
We attempt to demonstrate the differences in meaning between seven pairs of false friends
and possible misinterpretations they can create. We have placed all previously analyzed pairs
in a table to show that even if they do not come directly from the same words, they have
similar origins.

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Conclusions

This paper dives into the topic of English-Spanish false friends. It becomes evident that this
linguistic phenomena creates significant challenges in both comprehension and
communication between English and Spanish speakers. Through an in-depth analysis of
several examples, we exposed the subtle nuances that may contribute to the confusion
surrounding these linguistic phenomena. In our research, we explained the origins of the term
false friends, their definition and their classification.

In essence, the exploration of false friends serves as a reminder and highlights the need to pay
close attention to words to avoid misunderstandings. The analysis of specific examples
emphasize the importance of considering etymological connections between languages. The
similarities in etymology and the shared historical roots contribute to the creation of false
friends. In summary, investigating the origins, providing detailed definitions and
classifications, and analyzing specific examples helps to understand the phenomenon of false
friends.

16
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