Assessing English Learners' Attitude towards the use of Synonyms in Communication: A Study Conducted at BS Level

Abstract

This study aims to explore the attitudes of BS-level English language learners toward the use of synonyms in communication and identify the challenges they face, along with the factors that shape their perceptions and usage. Synonyms are integral to language proficiency, allowing for nuanced expression, clarity, and vocabulary expansion. However, many learners struggle to use synonyms accurately due to context-specific meanings and subtle connotational differences. Understanding students’ attitudes is essential for effective teaching strategies and improved communication skills. A mixed-methods research design was employed, involving both quantitative (structured surveys) and qualitative (semi-structured interviews and focus groups) data collection. Participants were purposively selected from BS-level English language programs. Data were analyzed using descriptive statistics, correlation analysis, and thematic coding. Preliminary findings suggest that while learners recognize the importance of synonyms, many encounter difficulties in their practical application due to limited vocabulary, contextual confusion, and instructional gaps. Positive attitudes were associated with higher synonym usage and language confidence, influenced significantly by prior exposure and teaching methods. Incorporating context-based vocabulary tasks, corpus-driven tools, and inductive learning approaches can enhance learners’ synonym usage. Teachers should provide rich linguistic input and foster a supportive classroom environment to promote confident and accurate use of synonyms in both spoken and written discourse.