Research Article
Systematization of the Semantics of English Polysemic Units and Its Methodological Value
Vagharshak Madoyan*
,
Anna Mkhitaryan
Issue:
Volume 11, Issue 3, September 2026
Pages:
57-63
Received:
30 May 2026
Accepted:
10 June 2026
Published:
11 July 2026
Abstract: When learning foreign languages, as well as when creating and improving the linguistic base for automatic translation, the processing of polysemic lexemes is of great importance, since knowledge of several meanings of one word is equal to knowledge of the meanings of several words. It is known that a polysemous word has no general meaning, however, in order to perceive all (or part of) its meanings, a certain semantic code is needed. It will allow to either understand all these meanings or move from one meaning to another. Transitions cannot be unidirectional, since they depend on the sphere of functioning of the word sign. With further study of the problem, transitions, it seems, can also be systematized. This work is the first attempt to develop such a code (using the example of several English words). At the same time, several methods for determining semantics were used. The definition of the general code is carried out by a separate method, which, unfortunately, does not yet allow us to obtain an absolute result, but it already indicates the relevance of the problem and the possibility of its solution. The code is presented for use in teaching methods and does not contradict established scientific dogmas at all.
Abstract: When learning foreign languages, as well as when creating and improving the linguistic base for automatic translation, the processing of polysemic lexemes is of great importance, since knowledge of several meanings of one word is equal to knowledge of the meanings of several words. It is known that a polysemous word has no general meaning, however,...
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Research Article
Poster-Mediated Collaborative Presentations and Interactional Language Development in Tertiary EFL Classrooms: A Qualitative Study
Munmun Ahmed*
Issue:
Volume 11, Issue 3, September 2026
Pages:
64-77
Received:
7 July 2026
Accepted:
17 July 2026
Published:
11 August 2026
DOI:
10.11648/j.ellc.20261103.12
Downloads:
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Abstract: Poster-mediated collaborative presentations have emerged as an effective instructional approach for promoting communicative competence and learner engagement in tertiary English as a Foreign Language (EFL) classrooms. However, limited qualitative research has examined how poster-based collaborative activities facilitate interactional language development through multimodal communication and peer collaboration. This study explored the role of poster-mediated group presentations in supporting language learning among 30 undergraduate EFL students at a university in Bangladesh. Working in groups of three to five, the participants designed printed posters and multimedia presentations on contemporary topics, including artificial intelligence, environmental sustainability, deforestation, social crime, and exam stress. A qualitative research design was adopted, and data were collected through classroom observations, semi-structured interviews, focus group discussions, students’ reflective journals, and analyses of poster artifacts. Thematic analysis revealed four interrelated themes: increased learner interaction, conceptual organization and collaborative meaning-making, enhanced affective engagement and motivation, and improved academic vocabulary use and oral communication. The findings indicate that poster-mediated collaborative presentations created authentic opportunities for learners to negotiate meaning, organize knowledge visually, develop speaking confidence, and engage in purposeful communication. By integrating visual, textual, and oral modes of communication within collaborative learning tasks, poster presentations supported both linguistic development and learner autonomy. The study concludes that poster-mediated collaborative presentations represent a valuable pedagogical approach for fostering interactional language development in tertiary EFL classrooms and recommends their wider integration into language curricula, teacher education, and communicative assessment practices.
Abstract: Poster-mediated collaborative presentations have emerged as an effective instructional approach for promoting communicative competence and learner engagement in tertiary English as a Foreign Language (EFL) classrooms. However, limited qualitative research has examined how poster-based collaborative activities facilitate interactional language devel...
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