TUYET TRAN (MAHASARAKHAM UNIVERSITY)

ADVANCING POLYSEMY AND HOMONYMY MASTERY FOR VIETNAMESE STUDENTS THROUGH READING-BASED STRATEGIES: AN INPUT HYPOTHESIS PERSPECTIVE : SECOND LANGUAGE ACQUISITION AND LITERACY DEVELOPMENT

This study, guided by Krashen's Input Hypothesis, explores the effectiveness of reading-based strategies on Vietnamese English majors' mastery of polysemy and homonymy. It aims to understand how these strategies help learners navigate the complexities of words with multiple meanings or similar sounds but different meanings, which are significant hurdles in language learning. Employing a mixed-methods approach, the research combines quantitative pre-and post-tests and surveys with qualitative interviews and reading log analysis, involving 200 participants with varied proficiency and learning styles. The study examines the alignment of these strategies with the Input Hypothesis, emphasizing optimally challenging language input for effective acquisition. It seeks to offer insights into the strategies' pedagogical efficacy, challenges, and successes in learning polysemy and homonymy, alongside actionable recommendations for educators. The findings suggest that reading strategies significantly enhance comprehension and usage of complex words, affirming the Input Hypothesis as a viable framework for understanding these gains. This research contributes to the discourse on teaching English in multicultural settings, highlighting the importance of enriched, input-oriented learning methods.

Tuyet Tran, a Doctorate in Education, is the division head of English theoretical linguistics at Hanoi University of Business and Technology, Vietnam. She's pursuing a second doctoral degree at Maha Sarakham University, Thailand. Tran's research spans TESOL, Teacher Well-being, Education Leadership, and Teacher Professional Development.