Using notions of cognitive linguistics to study the subjective lexicon of second-language learners of English, two questions arising from the results in Ueda (1998) are examined: (1) whether cognitive processes such as metonymy, metaphor, generalization, and specialization are really used for expansion of the second-language learner's lexicon and (2) what other factors work in understanding prototypical meanings. Results demonstrate factors used by second-language learners of English in understanding the polysemous word play and that cognitive processes are used in understanding meanings. (LLBA, Adapted from the source document, Accession Number 200006210, (c) CSA [1999]. All rights reserved.)