INTERPRETATION OF LEXICAL-SEMANTIC RELATIONS IN BILINGUAL LEARNER'S DICTIONARIES
Abstract
This article examines the interpretation and representation of lexical-semantic relations in bilingual learner’s dictionaries within the framework of contemporary lexicography. The study focuses on synonymy, antonymy, polysemy, homonymy, hyponymy, and collocational relations as key semantic structures influencing learner comprehension and production. Employing descriptive, structural, and comparative methods, the research analyzes how these relations are encoded in bilingual learner-oriented lexicographic models. The findings demonstrate that insufficient differentiation of semantic relations often leads to ambiguity and learner misinterpretation. The study argues that effective representation of lexical-semantic relations requires integration of functional lexicography, corpus-based evidence, and cognitive-semantic structuring. The results highlight the importance of user-oriented microstructure and systematic semantic marking for improving communicative competence in bilingual contexts.