Methodological Considerations on Semantics: The Case of Ambiguity and Synonymy
Abstract
Semantics is still a field that is normally upstaged in the classroom. Repetitive exercises, that leave no room for significant learning, can be found in many textbooks. However, semantic phenomena represent the perfect opportunity for the students to be at the fore and to activate their metalinguistic abilities. In this paper a reflection on two semantic phenomena is presented: lexical ambiguity and synonymy. The aim of this paper is double: on the one hand, to update the theoretical background regarding these phenomena; on the other hand, to show how to enrichen the materials and activities that are already available in the classrooms. By doing so, guidelines to improve the study of meaning will be established.
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