Lexical and Structural Ambiguity in English: A Case Study of Comprehension Challenges Among First- and Fourth-Year Students at the Faculty of Education, Misurata University, Libya

Abstract

Learners of English must access word meanings and interpret them in context. However, ambiguity disrupts this process, causing confusion and inviting multiple interpretations. This study examines how Libyan EFL learners struggle to interpret ambiguous English statements—particularly lexical and structural ambiguity, which are major sources of misunderstanding. The research aims to identify the types of ambiguity that pose the greatest challenge and to explore the strategies instructors use to help students overcome these difficulties. Researchers employed a descriptive approach and gathered data through two tools: a multiple-choice test administered to 60 English majors (divided equally between first-year and fourth-year students), and one-on-one interviews with English teachers at the Faculty of Education, University of Misurata. Results showed that first-year students performed poorly on both types of ambiguity, while fourth-year students improved, especially in resolving structural ambiguity. Lexical ambiguity was more difficult due to limited vocabulary and contextual understanding. Teachers reported using a variety of strategies, such as placing words in real-life contexts, paraphrasing, and listening exercises, to enhance comprehension. The study emphasizes that students need more exposure to English, a stronger vocabulary, and explicit instruction, all of which are essential for improving learners’ ability to interpret ambiguous English expressions. Keywords: lexical ambiguity, structural ambiguity, types of structural ambiguity, ambiguity, disambiguation strategies.