Vocabulary experts recommend first language (L1) translation equivalents for establishing form-meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi- rather than…

When learning novel vocabulary in a third language (L3) through translations in the first language (L1), bilinguals may have more available cognitive resources and more accumulated experience in language regulation compared to when learning through translations in the second language (L2). In a study designed to test language of instruction (LOI)…

This study examined interactions of word and learner characteristics during foreign vocabulary learning, focusing on translation ambiguity and individual differences in cognitive resources and linguistic background (language proficiency, multilingual experience). Fifty-three native Hebrew speakers and Russian-Hebrew multilinguals learned the…

Investigates the relation between foreign language proficiency and multilingual lexicosemantic organization, using two sets of unbalanced Dutch-English-French trilingual adults as participants. Results indicate that foreign language proficiency determines multilingual lexicosemantic organization. (35 references) (Author/CK)