Most words in a language have more than one meaning. Yet, few studies have explicitly examined the acquisition of secondary meanings of L2 words and the extent to which polysemy and homonymy affect vocabulary learning. This study explores the effect of polysemy and homonymy on the deliberate acquisition of the form–meaning connections of L2 words. Thirty-six EFL learners (compared with a control group of 30) learned secondary polysemous and homonymous meanings of familiar words and primary meanings of unfamiliar words using flashcards. Knowledge of target words was measured using meaning–recall and meaning–recognition tests immediately after the treatment and again one week later. The findings indicated that learning another meaning for a familiar word was just as difficult as learning the primary meaning of an unfamiliar word, suggesting that the type of meaning (primary, secondary polysemous, or secondary homonymous) might not be an influencing factor in the deliberate acquisition of L2 words.

中文翻译：

---

L2 单词的主要和次要含义习得情况如何？

一种语言中的大多数单词都有多个含义。然而，很少有研究明确检验二语单词次要意义的习得以及多义词和同音异义词对词汇学习的影响程度。本研究探讨了一词多义和同音异义对有意习得二语单词的形式-意义联系的影响。 36 名 EFL 学习者（对照组为 30 人）使用抽认卡学习了熟悉单词的次要多义词和同义词含义以及不熟悉单词的主要含义。治疗后立即使用意义回忆和意义识别测试来测量目标词的知识，并在一周后再次进行测量。研究结果表明，学习一个熟悉单词的另一个含义与学习一个不熟悉单词的主要含义一样困难，这表明含义的类型（主要、次要多义或次要同名）可能不是有意学习的影响因素。 L2 单词的习得。