Abstract
This paper is an endeavor to identify the failure of EFL Iraqi learners when they are asked to realize the meaning of polysemous words in their context. The model of analysis is Thomas's (1983) "pragmatic failure"(PF). Polysemous words have different meanings. There are two kinds of polysemy: semantic and pragmatic polysemy. The important part of the study at hand is pragmatic polysemy, which is the pragmatic meaning that results from polysemous words through the intentionality of the speakers, as these words leave a free space for their speakers to pick the meaning they want to communicate. Besides, these meanings may mingle on the part of the listeners in native language speakers and listeners, so polysemous words would, of course, constitute a problem for the learners of English. Again, it is believed that the lack of both linguistic and pragmatic competence is the result of this pragmatic failure.
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