Polysemous Words in English Movies, Learning Obstacles or Gifted Talent?
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The purpose of this paper is twofold: (1) to investigate how L2 learners deal with polysemous words or phrases without instruction about polysemy and (2) to observe what alternatives L2 learners have instead of instruction. In this paper, a case study was administered with three advanced college students. The material was an American movie, Café Society (Allen, 2016). All participants were tested three times with mostly polysemous words and phrases. It was found in the first test that the participants depended heavily on context to decide which senses of polysemous words were appropriate. The second test showed that the participants failed to handle the context because it was too difficult for them. In the third test, participants often misjudged the context and consequently made wrong choices among several senses. The results of the tests indicate that context is key to dealing with polysemous words or phrases. The pedagogical implication is that L2 students need context to deal with polysemous words or phrases. Teachers must instruct about the context. Image schemas and conceptual metaphors are only products of the interaction between context and polysemous words.
Abstract
The purpose of this paper is twofold: (1) to investigate how L2 learners deal with polysemous words or phrases without instruction about polysemy and (2) to observe what alternatives L2 learners have instead of instruction. In this paper, a case study was administered with three advanced college students. The material was an American movie, Café Society (Allen, 2016). All participants were tested three times with mostly polysemous words and phrases. It was found in the first test that the participants depended heavily on context to decide which senses of polysemous words were appropriate. The second test showed that the participants failed to handle the context because it was too difficult for them. In the third test, participants often misjudged the context and consequently made wrong choices among several senses. The results of the tests indicate that context is key to dealing with polysemous words or phrases. The pedagogical implication is that L2 students need context to deal with polysemous words or phrases. Teachers must instruct about the context. Image schemas and conceptual metaphors are only products of the interaction between context and polysemous words.
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