Comparing L2 Word Learning Using Orthographic vs. Image Referents

Vocabulary acquisition is one of the most critical aspects of second language (L2) learning. Thus, pinpointing the training conditions that lead to better and faster L2 word learning can have wide theoretical and practical implications. This study examines how late, L2 learners acquire new lexico-semantic information when using orthography versus visual referents. To this end, by the time of the conference, we will have tested 60 adults, native speakers of Polish. During Session I (behavioral learning), participants are taught a series of 40, L2 words from an artificial language along with their meanings using a four-alternative forced-choice (4AFC) task. Half of the words are learned using orthography to present their meanings (i.e., Polish translations) and the other half using images. In Session II, 24 hours later, participants perform a translation priming task, while EEG signal is recorded. To assess participants’ learning performance, we will examine the N400 event-related potentials (ERPs) for words presented congruently and incongruently (orthography vs. imagery) to how they were originally learnt. Our results will allow us to evaluate the efficacy of using imagery, as compared to orthography, in L2 word learning.