Comparing L2 Word Learning Using Orthographic vs. Image Referents

Mathew Ciesla*, Katarzyna Jankowiak, Maksym Pozdniakov, Efthymia Kapnoula

*Corresponding author for this work

Research output: Contribution to conferencePoster


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.
Original languageEnglish
Number of pages1
Publication statusPublished - 31 Aug 2023
Externally publishedYes
EventAMLAP 2023: AMLaP 29 conference, Architectures and Mechanisms for Language Processing - Donostia–San Sebastián, Spain
Duration: 31 Aug 20232 Sept 2023


ConferenceAMLAP 2023
CityDonostia–San Sebastián
Internet address

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