Multi-meaning Words Research Articles

TRENDS IN THE DEVELOPMENT OF THE SEMANTICS OF ADJECTIVES

The article studies semantychnies changes in modern Ukrainian nomination, found role of neosemantyzm in the development of modern Ukrainian lexicon. Polysemy is one of the important manifestations of the systematic organization of the lexical composition of the language. This is a semantic universal, which, depending on the genetic and typological structure of each language, has a specific implementation and illustrates the surrounding world in the interrelationship of all its elements. It plays an important cognitive role. Polysemy reflects the thinking of society. Some dictionary articles with a lot of polysemy are read for pleasure: there is so much interesting and instructive in them.
 On the example of adjectives, the main regularities and directions of the semantic development of multi-meaning words are outlined. It has been found that for indicative meanings, the scope of meaning is related to situational knowledge, for objective ones, the semantic scope of the word implies knowledge of the function, purpose of the subject.
 Polysemy is one of the important means of systematic organization of the lexical composition of the language. It reflects the consequences of human thinking, which captures in a multi-meaning word the similarity between various objects and phenomena of objective reality. Polysemy makes the word a more flexible tool for thinking. It is associated with the tendency to economize linguistic means, since polysemy makes it possible to express a greater number of concepts without increasing the number of language forms.

Effects of Semantic Ambiguity Detection Training on Reading Comprehension Achievement of English Learners With Learning Difficulties

This study examined how explicit instruction in semantic ambiguity detection affected the reading comprehension and metalinguistic awareness of five English learners (ELs) with learning difficulties (e.g., attention deficit/hyperactivity disorder, specific learning disability). A multiple probe across participants design (Gast & Ledford, 2010) evaluated instructional effects on (a) number of correct replacements (CR) on maze tasks and (b) percentage accuracy with applying targeted metalinguistic awareness skills on researcher-developed semantic ambiguity detection probes. During the baseline condition, guided reading was the primary instructional method. During intervention, explicit instruction focused on identification and interpretation of multimeaning words, production and interpretation of riddles, and close reading of authentic text to interpret nonliteral language. Results-revealed performance increases relative to baseline levels on instructional-level reading comprehension and semantic ambiguity detection assessments. Participants rated the intervention favorably. Limitations and implications for meeting literacy needs of ELs with learning difficulties are presented.

Concreteness effects in single-meaning, multi-meaning and newly acquired words

This study examined the extent to which concreteness influences the acquisition and subsequent processing of novel (low frequency) concepts. Participants were trained on 70 rare English words (35 concrete, 35 abstract) paired with definitions. ERPs were then recorded while participants performed a semantic categorisation (concrete vs. abstract) and a lexical decision task on single-meaning, multi-meaning and the newly acquired words. During training there was a significant effect of concreteness, in that participants were more successful at acquiring concrete concepts. In both the semantic categorisation and the lexical decision task, concreteness effects were evident in the behavioural and in the ERP data for all word types, with concrete words eliciting more negative waveforms than abstract words in the N400 time window. Behaviourally, participants experienced greater difficulty in judging the concreteness of multi-meaning words, yet concreteness effects in the N400 were equally strong for all three word types across both tasks. These findings indicate that concreteness represents a fundamental distinction in the way that items are represented in memory, which is independent of the participant's perceived judgement. They further demonstrate that novel concepts can be acquired rapidly after minimal training, and that the neurophysiological correlates associated with processing novel words are modulated by the specific nature of the conceptual characteristics assigned to the word.

The Teaching and Learning of Multimeaning Words Within a Metacognitively Based Curriculum

The study explored the effects of an 8-week intervention in which a teacher/researcher used direct instruction to show the multiple meanings of 7 words to 4 deaf students ages 11-13 years in a school for the deaf. Applying conclusions from emerging research that links knowledge and strategy with metacognitive skills, the teacher/researcher used specific metacognitive strategies to facilitate both the acquisition of the concept of multimeaning words and the ability to distinguish one meaning from another while reading, and thus improved the students' reading comprehension. The study participants were able to increase their vocabulary of multimeaning words as well as their reading comprehension in general, and, overall, experienced an improvement in their observable understanding and confidence when approaching the task of reading.

Semantic Refinement of Multi-meaning Words by T-norms

In this paper we consider a multi-meaning word which appears in a sentence together with some connected words. To refine the meaning of this multi-meaning word, we propose a method based on T-norms which are reasonable mathematical models of logical conjunction operator in fuzzy logic. The preliminary results derived from a prepared corpus are encouraging.

Comprehension of High-Frequency Multimeaning Words by Students with Hearing Impairment

This study was concerned with the comprehension of high-frequency multimeaning words on a picture vocabulary test by hearing and hearing-impaired students. As expected, hearing students performed significantly better than hearing-impaired students in selecting primary and secondary meanings of multi-meaning words. Both groups also chose primary meanings more often than secondary ones. In addition, both groups' ability to select two meanings of words did not improve with their ages. Finally, a strong correlation between test performance and reading achievement level was found. This indicates that the better readers also have better knowledge of vocabulary words. Due to the prevalence of multimeaning words in beginning reading materials, the findings warrant consideration in teaching several common meanings of words to students within a depth-of-vocabulary-knowledge framework.

Linguistic Humor Comprehension of Normal and Language-Impaired Adolescents

The purpose of this study was to compare the ability of normally achieving and language-impaired adolescents to comprehend linguistic humor in a decontextualized situation. A classification scheme was used to describe 10 elements of linguistic humor. Riddles, jokes, and puns used as stimulus materials were classified and placed into one of the 10 linguistic categories. The categories were arranged according to the lexical, phonological, morphological, or syntactic element on which each humor item could be based. The two groups of subjects were 12 normally achieving and 12 language-impaired high school students from Grades 9-12. As expected, the language-impaired group had significantly poorer comprehension of the humor elements than the normally achieving group. Especially poor were their ability to grasp the nature of multimeaning words and their ability to segment and redefine phonological strings. The use of this classification scheme for developing strategies for assessment and intervention activities that involve linguistic-based humor is discussed.

Multimeaning Words and Reading Comprehension

This article discusses the relationship between knowledge of multimeaning (polysemic) words and reading comprehension. Many poor readers, including those students in special education programs, may not be aware of the various meanings of many multimeaning words. This paucity of semantic knowledge reflects an inadequate development of the students' prior knowledge and may contribute directly to reading comprehension problems. It is argued that teachers should be more aware of the prevalence of polysemic words in reading materials. Teachers may also need to provide imaginative, direct vocabulary instruction. The authors include examples of teaching techniques most likely to be effective in broadening and deepening students' knowledge of word meanings--- a prime factor in reading comprehension.

Concept Building Through Vocabulary Development

Previous articleNext article No AccessConcept Building Through Vocabulary DevelopmentShirley KoellerShirley Koeller Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 82, Number 2Nov., 1981 Article DOIhttps://doi.org/10.1086/461248 Views: 4Total views on this site Citations: 1Citations are reported from Crossref Copyright 1981 The University of ChicagoPDF download Crossref reports the following articles citing this article:Peter V. Paul, Joseph P. O'Rourke Multimeaning Words and Reading Comprehension, Remedial and Special Education 9, no.33 (Aug 2016): 42–52.https://doi.org/10.1177/074193258800900308

The Semantic Method for Testing Vocabulary

Measuring more meanings in approximately the same time limits. Individuals were able to designate all the meanings of a word in about the same time limits as they would need for finding the single meaning response. Determining grade levels of meaning for each multi-meaning word used in the test for grades four through grade eight. No claim is made that this is a classification of multi-meaning words according to grade levels, but pupils' performance on each item demonstrated their proficiency or fail ure in identifying the meaning at each grade level included in the test. sack Development of the Test