Homonymy and polysemy in non-university education: review and didactic proposal
Abstract
After a review of the most frequently used textbooks in non-academic education, some deficiencies related to the study of lexical ambiguity were found. The aim of this paper is double. On the one hand, we would like to propose a detailed account of what lexical ambiguity (polysemy and homonymy) consists of, to overcome the apparent confusion of the textbooks and to disregard the myths that are repeated in them. For this purpose, we rely on the literature (Rodd et al., 2002, Klepousniotou & Baum, 2007) and on our own research (López-Cortés, 2017). On the other hand, some didactical proposals are made, whose objective is to facilitate the reflection of students from different levels and to awaken their spirit of investigation. The main goal of this paper is to treat lexical ambiguity as a part of language knowledge, which is accessed through the scientific method.Keywords
homonymy, polysemy, lexical semantics, lexical ambiguity, didactical proposalReferences
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