MINISTRY OF EDUCATION AND TRAINING

Ho Chi Minh City University of Economics and Finance

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RESEARCH PROPOSAL

UNRAVELING SEMANTIC AMBIGUITY: A COMPREHENSIVE STUDY

ON THE IMPACT AND RESOLUTION STRATEGIES IN SECOND

LANGUAGE ACQUISITION

Full name: Vo Hong Thinh

Instructor: Dr. Nguyen Thi Quyen

Ho Chi Minh City, February 2024

INTRODUCTION

1.1. Background of the study

Language, as a medium of communication, is inherently complex and multifaceted. One

of its most intriguing aspects is ambiguity, particularly semantic ambiguity, where a word

or phrase can have multiple meanings. This characteristic, while enriching the language,

poses significant challenges in language comprehension and use, especially for

individuals learning a second language.

The issue of semantic ambiguity in language learning has been a focal point in linguistic

research for many years. Numerous studies have explored this phenomenon from various

angles, such as its impact on reading comprehension, listening skills, and overall

language proficiency. However, despite the extensive research, understanding and

interpreting ambiguous sentences remain a significant hurdle for second language

learners. This difficulty is not just a linguistic challenge but also a barrier to effective

communication and cultural understanding.

Moreover, the strategies to resolve ambiguity, such as using context clues, relying on

syntax, or drawing on prior knowledge, are not always effective or intuitive for second

language learners. These learners often lack the cultural and linguistic knowledge that

native speakers possess, making it harder for them to interpret ambiguous sentences

accurately. Therefore, there is a pressing need for more targeted research to understand
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the specific challenges these learners face and to develop effective teaching strategies to

help them navigate semantic ambiguity.

This study aims to delve deeper into this issue by exploring the impact of semantic

ambiguity on second language acquisition in a more comprehensive manner. It will

investigate how second language learners interpret ambiguous sentences, the difficulties

they encounter, and the strategies they employ. Furthermore, the study will examine the

effectiveness of different teaching methods in helping learners overcome these

challenges.

The findings of this research could contribute significantly to the field of second

language teaching and learning. They could lead to the development of more effective

language teaching methods that take into account the challenges posed by semantic

ambiguity. Moreover, the insights gained could improve our understanding of how

language learners process ambiguous information, which could have implications for

other areas of language learning, such as vocabulary acquisition and reading

comprehension.

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1.2. Research questions

1. How do second language learners understand and interpret ambiguous

sentences? What factors influence their interpretation?

2. What specific challenges do second language learners face when dealing with

semantic ambiguity? How do these challenges impact their language proficiency

and communication skills?

1.3. Importance of the problem

The problem of semantic ambiguity in second language acquisition is important for

several reasons:

Impact on Communication: Semantic ambiguity can lead to misunderstandings and

miscommunications, which can hinder effective communication. By studying this

problem, we can develop strategies to minimize these issues and improve communication

efficiency.

Barrier to Cultural Understanding: Language is not just a tool for communication, but

also a medium for understanding and participating in a culture. Semantic ambiguity can

act as a barrier to this understanding. By addressing this problem, we can facilitate better

cultural exchange and understanding.

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Influence on Language Proficiency: Understanding and interpreting ambiguous

sentences is a crucial aspect of language proficiency. By studying the challenges that

second language learners face in dealing with semantic ambiguity, we can gain insights

into their learning process and identify areas where additional support is needed.

Implications for Language Teaching: The findings of this research could have

significant implications for language teaching. They could lead to the development of

more effective teaching methods that take into account the challenges posed by semantic

ambiguity.

Contribution to Linguistic Research: This study will contribute to the field of linguistic

research by providing a deeper understanding of how second language learners process

ambiguous information. This could have implications for other areas of language

learning, such as vocabulary acquisition and reading comprehension.

1.4. Hypotheses

Hypothesis 1: Second language learners experience significant difficulties in

understanding and interpreting ambiguous sentences compared to unambiguous

sentences.

Hypothesis 2: The use of context clues, syntax, and prior knowledge significantly

improves the interpretation of ambiguous sentences by second language learners.

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Hypothesis 3: Second language learners who receive explicit instruction on dealing with

semantic ambiguity perform better in understanding and interpreting ambiguous

sentences than those who do not.

Hypothesis 4: The level of proficiency in the second language significantly influences

the ability to resolve semantic ambiguity.

CHAPTER TWO

LITERATURE REVIEW

2.1. Definitions

In a study titled “Semantic Ambiguity Effects in L2 Word Recognition,” semantic

ambiguity is defined as a characteristic feature of language where most words can

express a range of different ideas in different situations. The study further elaborates that

this ambiguity arises due to the inherent flexibility of language, allowing words to adapt

to different contexts and convey nuanced meanings.

Another study in Journal of Experimental Psychology suggests that semantic ambiguity

often occurs within a language (e.g., the word “organ” in English means both a body part

and a musical instrument), but it can also cross a language boundary, such that a given

word form is shared in two languages, but its meanings are different. This cross-linguistic

semantic ambiguity adds an additional layer of complexity for second language learners.

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According to Haro and Ferré (2017), semantic ambiguity is typically measured by

summing the number of senses or dictionary definitions that a word has. Such measures

may not adequately capture the full extent of variation in word meaning, particularly for

polysemous words that can be used in many different ways, with subtle shifts in meaning.

This highlights the dynamic nature of semantic ambiguity and its dependence on context.

Wikipedia defines semantic ambiguity as a situation where an expression in linguistics

can have multiple meanings. The higher the number of synonyms a word has, the higher

the degree of ambiguity. This definition underscores the role of synonymy in contributing

to semantic ambiguity.

Ma’yuuf (2021) stated that ambiguity occurs when the sentence comprises more than

one single meaning. Ambiguity is of two kinds: lexical ambiguity in which a single

vocabulary has more than one meaning and syntactic ambiguity when the syntactic

structure of a sentence is ambiguous. This definition emphasizes that semantic ambiguity

can arise both at the word level and the sentence level.

2.2. Previous studies

Semantic ambiguity, where a word or phrase can have multiple meanings, is a pervasive

feature of natural languages. It poses significant challenges in language comprehension

and use, particularly for individuals learning a second language.

Several studies have explored the phenomenon of semantic ambiguity from various

angles. For instance, a study published in the Journal of Psycholinguistic Research

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examined the ambiguity effects in second language (L2) word recognition. The study

used lexical decision tasks, where both first language (L1) and second language (L2)

speakers of English were asked whether a letter string on a computer screen was an

English word or not. The study found that ambiguous words are recognized faster and

more accurately than unambiguous words. The larger ambiguity advantage for L2

processing is due to their slower response time in producing adequate feedback activation

from the semantic level to the orthographic level. However, the study did not explore the

impact of different types of ambiguity (e.g., homonymy vs. polysemy) on word

recognition.

Another study investigated the effect of word class on the acquisition of L2 ambiguous

words using electroencephalogram (EEG) technology. The study involved Chinese (L1)-

English (L2) bilinguals who were asked to learn a set of English pseudowords paired with

one or two semantically unrelated Chinese meanings. The study found that it was easier

to learn ambiguous words with two noun meanings than those with one noun and one

verb meaning. Unambiguous words were learned better than ambiguous words. The ERP

results showed that NV elicited larger P200 and LPC than NN, whereas NN elicited

larger N400 than NV, suggesting that the word class of different meanings impacts L2

ambiguous word acquisition, and this word class effect can occur at the initial memory

encoding stage of learning. However, the study only focused on Chinese-English

bilinguals, so the findings may not be generalizable to learners of other language pairs.

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A study published in Frontiers in Psychology used a deliberate learning method to

investigate what the relationship between the representations of the new and the prior

meanings would be at the initial stage of L2 ambiguous word learning, as well as

examining how inhibitory control functions during L2 ambiguous word learning.

In addition, a study published in Studies in Second Language Acquisition investigated

whether proficient second language (L2) speakers of Spanish and English use the same

parsing strategies as monolinguals when reading temporarily ambiguous sentences

containing a complex noun phrase followed by a relative clause.

CHAPTER THREE

METHODOLOGY

3.1. Participants

The participants for this study will be adult learners of English as a Second Language

(ESL). They will be recruited from various language learning centers and universities

offering ESL programs. The study aims to have a diverse participant pool, with

individuals representing different first language backgrounds, ages, and levels of English

proficiency.

The participants will be divided into two groups based on their level of English

proficiency: intermediate and advanced. This classification will be based on their scores

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on a standard English proficiency test such as the Test of English as a Foreign Language

(TOEFL) or the International English Language Testing System (IELTS).

In total, the study aims to recruit around 100 participants, with an equal number of

participants in each proficiency group. This sample size should provide sufficient

statistical power for the analyses planned in the study.

All participants will be informed about the purpose of the study, the tasks they will be

asked to perform, and their rights as participants, including the right to withdraw from the

study at any time. They will be asked to sign a consent form before participating in the

study.

3.2. Testing Conditions

The testing sessions will be conducted in a quiet, well-lit room to minimize distractions

and ensure that participants can focus on the tasks. Each participant will be seated

comfortably at a desk with a computer.

The computer will be used to present the tasks and collect the responses. The tasks will

be presented using a standardized software program that ensures consistent presentation

across participants. The software will also record the participants’ responses and response

times.

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Before starting the tasks, each participant will be given a brief orientation to familiarize

them with the testing conditions and the tasks. They will be shown how to respond to the

tasks on the computer and will be given the opportunity to ask questions.

During the testing sessions, participants will be asked to complete a series of tasks

designed to assess their understanding and interpretation of ambiguous sentences. These

tasks may involve reading sentences and choosing the correct interpretation, or listening

to sentences and answering comprehension questions.

Each testing session will last approximately one hour. Participants will be allowed to take

short breaks if needed to prevent fatigue.

The testing sessions will be conducted by trained research assistants who will be

available to provide assistance if needed. However, the research assistants will not

provide any hints or guidance that could influence the participants’ responses.

All testing sessions will be conducted in English, the second language of the participants.

This is to ensure that the tasks accurately reflect the participants’ ability to deal with

semantic ambiguity in their second language.

3.3. Data Collection Process

Participant Recruitment: Participants will be recruited from various language learning

centers and universities offering ESL programs. They will be informed about the purpose

of the study and asked to sign a consent form before participating.

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Pre-Test: Before the actual testing, participants will be given a standard English

proficiency test such as the Test of English as a Foreign Language (TOEFL) or the

International English Language Testing System (IELTS) to classify them into

intermediate and advanced groups.

Testing Sessions: Each participant will attend a testing session conducted in a quiet,

well-lit room. They will be seated comfortably at a desk with a computer. The computer

will be used to present the tasks and collect the responses.

Task Presentation: The tasks, designed to assess the understanding and interpretation of

ambiguous sentences, will be presented using a standardized software program. This

ensures consistent presentation across participants.

Response Recording: The software will record the participants’ responses and response

times. This data will be used to assess the participants’ ability to deal with semantic

ambiguity.

Post-Test Survey: After the testing session, participants will be asked to complete a

survey about their experience. This will provide additional qualitative data on the

participants’ perceptions of the tasks and their own performance.

Data Storage: All data will be securely stored in a password-protected database

accessible only to the research team. Personal identifiers will be removed or altered to

maintain participant confidentiality.

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3.4. Data Analysis Process

Data Cleaning: The first step in the data analysis process is data cleaning. This involves

checking the data for any errors or inconsistencies, and correcting or removing them.

This step ensures that the data is accurate and reliable.

Descriptive Statistics: Next, descriptive statistics will be calculated for the data. This

includes measures of central tendency (mean, median, mode) and measures of dispersion

(range, variance, standard deviation). These statistics provide a summary of the data and

give an overview of its distribution.

Inferential Statistics: Inferential statistics will be used to test the hypotheses of the

study. This could involve t-tests or ANOVA tests to compare the performance of

different groups (e.g., intermediate vs. advanced learners), or correlation and regression

analyses to examine relationships between variables.

Qualitative Analysis: If your study includes qualitative data (e.g., from the post-test

survey), thematic analysis will be used to identify common themes or patterns in the

participants’ responses. This can provide deeper insights into the participants’

experiences and perceptions.

Interpretation: The final step in the data analysis process is interpretation. This involves

making sense of the statistical results, relating them back to the research questions and

hypotheses, and discussing them in the context of the existing literature.

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3.5. Possible outcomes

Insights into Semantic Ambiguity: The research could provide valuable insights into

how second language learners deal with semantic ambiguity. It could reveal the specific

challenges they face and the strategies they use to overcome these challenges.

Development of Teaching Strategies: Based on the findings, effective teaching

strategies could be developed to help second language learners navigate semantic

ambiguity. These strategies could be incorporated into language teaching curriculums and

resources.

Contribution to Linguistic Theory: The research could contribute to linguistic theory

by providing empirical data on semantic ambiguity in second language acquisition. It

could challenge or support existing theories and potentially lead to the development of

new theories.

3.6. Significance of Answering the Research Questions:

Enhancing Language Learning: Answering the research questions could help enhance

language learning by identifying the difficulties learners face with semantic ambiguity

and suggesting ways to overcome them. This could lead to improved language

proficiency and communication skills for learners.

Informing Language Teaching: The findings could inform language teaching practices

by providing teachers with a better understanding of the challenges learners face and

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effective strategies to help them. This could lead to more effective language instruction

and improved learning outcomes.

Advancing Linguistic Research: Answering the research questions could advance

linguistic research by filling gaps in our understanding of semantic ambiguity in second

language acquisition. This could stimulate further research in this area and contribute to

the development of linguistic theory.

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REFERENCES
Dussias, P. E. (2003). SYNTACTIC AMBIGUITY RESOLUTION IN L2 LEARNERS. Studies

in Second Language Acquisition, 25(4), 529–557.

https://doi.org/10.1017/s0272263103000238

Lu, Y., Wu, J., Dunlap, S., & Chen, B. (2017). The inhibitory mechanism in learning ambiguous

words in a second language. Frontiers in Psychology, 8.

https://doi.org/10.3389/fpsyg.2017.00636

Yang, X., Liang, L., & Chen, B. (2023). Word class effect on L2 ambiguous word acquisition:

Evidence from ERPs. Journal of Neurolinguistics, 68, 101157.

https://doi.org/10.1016/j.jneuroling.2023.101157

Ishida, T. (2017). Semantic ambiguity effects in L2 word recognition. Journal of

Psycholinguistic Research, 47(3), 523–536. https://doi.org/10.1007/s10936-017-9542-7

Degani, T., & Tokowicz, N. (2010). Semantic Ambiguity within and across Languages: An

Integrative Review. Quarterly Journal of Experimental Psychology, 63(7), 1266–1303.

https://doi.org/10.1080/17470210903377372

Ma’Yuuf, H. H. (2021). A Semantic-Syntactic Study of Ambiguity in humorous contexts.

Elementary Education Online. https://doi.org/10.17051/ilkonline.2021.05.61

Wikipedia contributors. (2024, February 12). Semantic ambiguity. Wikipedia.

https://en.wikipedia.org/wiki/Semantic_ambiguity

Hoffman, P., Ralph, M. a. L., & Rogers, T. T. (2012). Semantic diversity: A measure of semantic

ambiguity based on variability in the contextual usage of words. Behavior Research

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Haro, J., & Ferré, P. (2017). Semantic ambiguity: Do multiple meanings inhibit or facilitate word

recognition? Journal of Psycholinguistic Research, 47(3), 679–698.

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