Abstract—Dual meaning vocabulary could hinder understanding of a text especially ESP text and learners who cannot correctly identify meaning of a dual meaning word cannot understand a text which is the main concern of receptive skills. This objective of this study is to investigate to what extent learners at upper-elementary level could identify dual meaning. 20 business specialized words, as the dependent variables, from the coursebook studied are used to examine dual meaning perception. The result, from more than 20 participants, showed that they were aware of meaning differences in Business English but they struggled with words with nuance meaning and words with remotely related meaning. The nature of problem words were words with low frequency or difficult words. Pedagogical implications were discussed.
