https://doi.org/10.31261/TAPSLA.22286
This pilot study adopts an exploratory mixed-methods design to examine the interpretive challenges posed by English analytical terms for learners of English as a Foreign Language (EFL), with particular emphasis on semantic transparency and opacity. Integrating descriptive quantitative assessment with qualitative inquiry, the study explores how lexical phenomena such as polysemy, synonymy, and homonymy affect learners’ comprehension of domain-specific terminology in the field of migration and asylum. A sample of fifteen B2-level EFL learners completed a contextualized test of analytical terms and participated in semi-structured interviews designed to elicit their interpretive strategies. Given the exploratory nature of the study and its limited sample size, the findings are not intended for broad generalization but rather to inform future large-scale research. The results indicate that semantic opacity significantly impedes accurate interpretation, with participants demonstrating a marked reliance on literal, compositional processing rather than context-driven inferencing. Furthermore, learners reported a need for enhanced contextual support when engaging with specialized terminology. The findings suggest important pedagogical implications, particularly regarding the integration of AI-assisted tools, such as corpus-based resources and terminology management systems, to support vocabulary acquisition in specialized domains. Although the effectiveness of such tools was not empirically evaluated in this study, the research offers an initial contribution to understanding the multidimensional nature of terminological competence in EFL contexts and outlines potential directions for future investigation, including the role of AI-driven technologies in specialized vocabulary instruction.
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2026
Published: 2022-05-31
10.31261/tapsla
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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