THE ROLE OF HOMONYMS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

Abstract

This thesis explores the role of homonyms in teaching English as a Foreign Language (EFL) and the challenges they present to learners. Homonyms—words with identical pronunciation or spelling but different meanings—often cause confusion in language acquisition, leading to difficulties in comprehension, reading, writing, and spoken communication.

The research examines the causes of homonym-related misunderstandings and evaluates effective teaching strategies, including contextual learning, communicative approaches, visual aids, and interactive activities. The study also investigates how homonyms influence lexical development, listening skills, and translation accuracy in EFL learners.

By analyzing existing pedagogical methods and presenting practical classroom applications, this thesis provides insights for English teachers, curriculum developers, and language learners. The findings contribute to the field of applied linguistics and language education, offering recommendations for enhancing vocabulary instruction in EFL classrooms.