Incremental Learning of Homonyms in Multiple Contexts Among Japanese EFL Readers

概要

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The present study examined the incremental process by which Japanese EFL students learn L2 homonyms through reading three sentential contexts. We conducted experiments to reveal how learners interpret homonyms whose primary meaning is familiar (e.g., bark of a dog) but which have another meaning that is unknown to them (e.g., bark of a tree). The quantitative analysis (Study 1) showed that the Japanese university students' interpretation of homonyms tended to be incorrect in the first context but the rates of correct interpretations significantly increased when second and third contexts were provided. Furthermore, qualitative analysis (Study 2) revealed that learners' interpretation of homonyms was affected by their prior knowledge of the primary meanings. Since the learners' L2 reading proficiency was a significant factor in both successful interpretation and learning of homonyms, it was suggested that teachers consider students' reading proficiency when deciding how to teach a new meaning of a homonym.
一般社団法人大学英語教育学会の論文
2013-10-31