Choosing the right word to express meaning can be a challenge for English language learners (ELLs) in both English as second language and English as a foreign language settings, persisting through all proficiency levels in productive language use for several reasons. In order to make correct word choices, ELLs must master the various aspects of a word, including potential multiple meanings, register, connotation, collocation, and other usage aspects. However, learners are typically taught only surface-level skills for using a dictionary or thesaurus but not the deeper skills for systematically solving semantic errors. To help instructors effectively plan instruction to teach ELLs these skills, this conceptual article introduces a six-step semantic problem-solving model for both guiding ELLs in solving semantic choice problems and helping teachers plan instruction. Charts of metalexicographical knowledge, skills, and strategies and of various semantic reference resources with their strengths and weaknesses are included along with a demonstration of how this model can guide ELLs in solving a specific semantic problem. The model in its entirety is most suitable for high school or college ELLs with intermediate proficiency and above. Teachers of younger or lower proficiency learners may simplify this model to gradually build the foundation for systematic semantic problem solving.

中文翻译：

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从错误的词到正确的词：装备 ELL 独立做出正确的语义选择

选择正确的词来表达意思对于英语作为第二语言和英语作为外语环境的英语学习者 (ELL) 来说可能是一个挑战，出于多种原因，在生产性语言使用的所有熟练水平上都坚持不懈。为了做出正确的选词，ELL们必须掌握一个词的各个方面，包括潜在的多重含义、语域、内涵、搭配等使用方面。然而，学习者通常只学习使用字典或同义词词典的表面技能，而不是系统地解决语义错误的更深层次的技能。为了帮助教师有效地规划教学以教授 ELL 的这些技能，这篇概念性文章介绍了一个六步语义问题解决模型，用于指导 ELL 解决语义选择问题和帮助教师规划教学。包括元词典学知识、技能和策略以及各种语义参考资源及其优缺点的图表，并展示了该模型如何指导 ELL 解决特定语义问题。该模型整体上最适合具有中级及以上水平的高中或大学 ELL。低年级或低水平学习者的教师可以简化这个模型，逐步为系统地解决语义问题打下基础。和策略以及各种语义参考资源及其优缺点，以及该模型如何指导 ELL 解决特定语义问题的演示。该模型整体上最适合具有中级及以上水平的高中或大学 ELL。低年级或低水平学习者的教师可以简化这个模型，逐步为系统地解决语义问题打下基础。和策略以及各种语义参考资源及其优缺点，以及该模型如何指导 ELL 解决特定语义问题的演示。该模型整体上最适合具有中级及以上水平的高中或大学 ELL。低年级或低水平学习者的教师可以简化这个模型，逐步为系统地解决语义问题打下基础。