Analysis of Homonym Recognition Effects on Disambiguation: A Study on ESL Students

Abstract

This study explores the effect of word frequency and familiarity on English as a Second Language (ESL) learners' capability to disambiguate homonyms. Using a quantitative method, we tested 150 intermediate-level ESL students (aged 16-20) from varied linguistic educations on their capability to disambiguate context-embedded homonyms varying in frequency and familiarity. Results presented that high-frequency homonyms were disambiguated more successfully than low-frequency homonyms. Self-reported familiarity powerfully correlated with disambiguation accuracy, with higher familiarity ratings corresponding to better performance. Socio-educational inequalities were evident, with private school students performing public school peers across both homonym types. Regression analysis recognized a significant interaction effect, demonstrating that merging frequency with familiarity produces a coactive improvement in homonym disambiguation beyond their individual contributions. The study supports pedagogical approaches that integrate context-rich contact with recurrent encounters to augment homonym disambiguation skills, possibly bridging educational discriminations in ESL contexts