We have demonstrated in this chapter that the phenomenon of false friends can be approached from a fresh point of view, making them far less false than usually supposed. This is in particular true of the so-called semantic false friends. These are a subset of false friends that share common etymology and can be traced back diachronically to a single ancestor lexeme. In view of their behaviour across languages, i.e. taking into consideration that the meanings acquired by the members of these pairs or sets of false friends are in very many cases metonymically related and to a large degree shared among the lexical items involved. In fact there is quite a high amount of regularity of what can be observed concerning their meanings. It is for this reason that we propose to refer to them not as semantic but as systematic false friends.
Our proposal in this chapter has been that such systematic false friends could be explained and their correct use taught to students by drawing their attention to the above regularities but also to unique shifts taking place at certain points. The core ingredient of this procedure is conceptual metony-my. By reconstructing the metonymization path that such items follow and by highlighting points at which they start to diverge, we arrive at a natural explanation for where and how they develop into false friends. This strategy, relying on etymology and diachronic processes provides an excellent handle on the phenomenon that makes teaching situations more interesting, inte-grates and deepens various areas of knowledge students may already possess (apart from linguistic knowledge), and therefore exhibits a high degree of motivational power.
Needless to say, a word of caution is in order here as well. This strategy is not to be used only alone, and not in all situations. One size does not necessarily fit all in learning situations - it is also a matter of personal cognitive/learning style.
The strategy can be easily scaled to the needs and abilities of students, leaving out details, or using diachronic maps rich in details belonging to historical and cultural background. But, by recruiting the knowledge that the learner already has we may also create a sense of power in students when they have to handle confusing words. Strong emotional experience that attaches to such diachron-ic, historical and cultural mappings also has a memory strengthening effect, helping students to retain key pieces of linguistic information longer, making sure that appropriate alarms will be activated where and when necessary.
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