Aprendizaje, representación y procesamiento de palabras ambiguas en bilingu?es

Ana Rita Sá Leite Dias; Isabel Fraga Carou

doi:10.24310/espsiescpsi.v10i1.13194

Authors

Ana Rita Sá Leite Dias Center of Research in Psychology-CIPsi. University of Minho Portugal
Isabel Fraga Carou Cognitive Processes & Behavior Research Group, Faculty of Psychology, Universidade de Santiago de Compostela Spain

DOI:

https://doi.org/10.24310/espsiescpsi.v10i1.13194

Keywords:

bilingualism, lexical ambiguity, homonymy, polysemy, translation ambiguity

Abstract

This study reviewed research on the processing of homonymous and polysemous words in bilingual individuals and assessed its contribution to knowledge of ambiguous word processing, representation, and learning in such individuals. Available evidence supports the mutual influence of each language at the lexical and the semantic level. Specifically, research shows the impact of translation ambiguity on bilingual processing. However, the impact varies depending on second language (L2) competence. These results are explained by the main models of bilingual lexical organization (Dijkstra and van Heuven, 2002; Kroll and Stewart, 1994; van Hell and De Groot, 1998), which are highlighted in this article. From an educational perspective, these studies illustrate the difficulty of learning words with multiple meanings; hence, some recommendations are made that would specifically facilitate the learning of these words in an L2.

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