From wrong word to right word: Equipping ELLs to make correct semantic choices independently

Abstract

AbstractChoosing the right word to express meaning can be a challenge for English language learners (ELLs) in both English as second language and English as a foreign language settings, persisting through all proficiency levels in productive language use for several reasons. In order to make correct word choices, ELLs must master the various aspects of a word, including potential multiple meanings, register, connotation, collocation, and other usage aspects. However, learners are typically taught only surface‐level skills for using a dictionary or thesaurus but not the deeper skills for systematically solving semantic errors. To help instructors effectively plan instruction to teach ELLs these skills, this conceptual article introduces a six‐step semantic problem‐solving model for both guiding ELLs in solving semantic choice problems and helping teachers plan instruction. Charts of metalexicographical knowledge, skills, and strategies and of various semantic reference resources with their strengths and weaknesses are included along with a demonstration of how this model can guide ELLs in solving a specific semantic problem. The model in its entirety is most suitable for high school or college ELLs with intermediate proficiency and above. Teachers of younger or lower proficiency learners may simplify this model to gradually build the foundation for systematic semantic problem solving.