The Effectiveness of Providing the Core Meaning on Guessing and Retention of Polysemous Words in an l2

Abstract

SL learners often face a learning problem when acquiring polysemous words. The fact that one word form is linked to various meanings confuses them. However, as these meanings are related, understanding these relations might stimulate the acquisition. This paper reports on a study into the effect of providing the core meaning on learners' guessing and retention of SL polysemous words. Learners were asked to guess and learn the peripheral meanings of English polysemous words, being either provided with the core meaning, another peripheral meaning or no additional meaning of these words. It is argued that providing the core meaning has a positive effect on vocabulary acquisition. Linking meanings to the core meaning involves the creation of visual images, precise and rich elaboration, which give a clear insight into the words' meanings relations.