Lexical ambiguity in the mental lexicon of Korean EFL learners
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참고문헌
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초록
The study addressed the importance of investigating lexically ambiguous norms within the mental lexicon of Korean EFL learners. While previous L1 and bilingual research have explored this area, it is essential to also consider how these norms manifest in the mental representations of L2 learners. The present study focused on examining lexical ambiguity among Korean adult learners by compiling a list of lexically ambiguous words, especially homonyms. This study further aims to compare the findings of Twilley et al.’s (1994) study and examined a potential relationship between L2 proficiency. The experiment involved with 37 participants who completed a word association task using the online Gorilla Experiment builder, along with a background information survey. Toward this end, a total of 161 homonyms (156 polarized, 5 balanced) were identified from the 185 homonym norms in Twilley et al.’s (1994) research. While the self-rated proficiency survey shows participants have advanced and intermediate L2 proficiency levels, the result of the word association task showed minimal variation across their L2 proficiency levels. Overall, this paper contributes to our understanding of the process of learning homonyms among Korean adult learners of English, offering insights into the acquisition and processing of ambiguous vocabulary in the L2 learning context.
Abstract
The study addressed the importance of investigating lexically ambiguous norms within the mental lexicon of Korean EFL learners. While previous L1 and bilingual research have explored this area, it is essential to also consider how these norms manifest in the mental representations of L2 learners. The present study focused on examining lexical ambiguity among Korean adult learners by compiling a list of lexically ambiguous words, especially homonyms. This study further aims to compare the findings of Twilley et al.’s (1994) study and examined a potential relationship between L2 proficiency. The experiment involved with 37 participants who completed a word association task using the online Gorilla Experiment builder, along with a background information survey. Toward this end, a total of 161 homonyms (156 polarized, 5 balanced) were identified from the 185 homonym norms in Twilley et al.’s (1994) research. While the self-rated proficiency survey shows participants have advanced and intermediate L2 proficiency levels, the result of the word association task showed minimal variation across their L2 proficiency levels. Overall, this paper contributes to our understanding of the process of learning homonyms among Korean adult learners of English, offering insights into the acquisition and processing of ambiguous vocabulary in the L2 learning context.
참고문헌 (40)
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