Quantitative and Qualitative Aspects of Advanced Learners’ L1 and L2 Mastery of Polysemous Words

Authors

  • Monica Karlsson Halmstad University The School of Teacher Education Box 823 301 18 Halmstad

DOI:

https://doi.org/10.7146/hjlcb.v26i51.97439

Abstract

In the present investigation, 15 first-term university students were faced with forty decontextualised polysemous words in English (L2) and Swedish (L1) respectively and asked to indicate which, of a set of six meanings, adhered to the item in question (two to five of the meanings were correct). The polysemous words were of varying frequency. The investigation thus addresses the following research question:

In quantitative and qualitative terms, what knowledge do advanced students have of polysemous words in their L2 as compared to their L1?

Results show that most students have a relatively poor knowledge of polysemous words in both languages, especially in their L2. Furthermore, while the frequencies of the test items have no impact on the students’ achievements, the relative frequencies of the meanings of the test items and the number of meanings of each test item stand in direct relation to whether the item is known or not in both languages.

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Published

2013-10-25

How to Cite

Karlsson, M. (2013). Quantitative and Qualitative Aspects of Advanced Learners’ L1 and L2 Mastery of Polysemous Words. HERMES - Journal of Language and Communication in Business, 26(51), 79–112. https://doi.org/10.7146/hjlcb.v26i51.97439

Issue

No. 51 (2013)

Section

Other Articles

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