Investigating Conceptual Mediation in L2 Vocabulary Acquisition Using False Memories

Abstract

This study examines the process of associating an English word with a concept by two proficiency groups of Korean (L1) learners of English (L2) in the framework of a well-known developmental model of the lexicon, the Revised Hierarchical Model (RHM) (Kroll & Stewart, 1994). The technique used in the present study in testing the RHM and its assumption regarding the structure of L2 lexicon was the false memory paradigm. False memory occurs when a learner recalls a word that was not presented in a list of words. Results from 104 Korean learners of English of recall test and recognition test using lists of words showed that individuals are more susceptible to false memories in their L1 than in their L2 and that more proficient L2 learners exhibit more false memories both in their L1 and in their L2 than do less proficient learners. The results of the recognition test were similar to those of recall test. The theoretical and pedagogical implications of these findings will be discussed in terms of L2 mental lexicon and vocabulary teaching and learning in the classroom.