Measuring Knowledge of Words with Multiple Meanings
Yuko Hoshino
Tokyo Fuji University
doi: http://dx.doi.org/10.7820/vli.v04.1.hoshino
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Abstract
When reading or listening to English, we encounter many words, most of
which are high-frequency, polysemous words. Due to their polysemous
nature, not knowing one particular meaning of a high-frequency word
may prevent learners from understanding the wider contexts. Therefore,
it is necessary to know whether learners have knowledge of multiple
meanings of one word; however, there is no universally accepted way to
measure knowledge of words with multiple meanings. With this in mind,
the current paper looks at the difficulties of measuring learners’ knowledge
of polysemous words and describes ongoing research on this topic.

Citation
Hoshino, Y. (2015). Measuring knowledge of words with multiple meanings. Vocabulary Learning and Instruction, 4 (1), 58-65. doi: 10.7820/vli.v04.1.hoshino