AbstractSemantic development is an integral part of vocabulary learning and teaching
in a second language (L2), as an adequate understanding of a word’s meaning is
vital to the accurate use of new words. However, semantic development in adult
L2 learning can be a challenge for both learners and teachers for at least two
reasons. The first is the presence of a semantic system that is specific to a learner’s
first language (L1). This system often overlaps with the semantic system
of the target language in a complicated and subtle way and interferes with the
development of the new semantic system. The second is a lack of optimal input,
in terms of both quality and quantity, that is necessary for semantic development
or restructuring to take place. This chapter begins with the discussion of
how two semantic systems may differ, outlining five patterns of semantic overlap
across languages. It goes on to review research evidence for the difficulty
L2 learners encounter in semantic development, suggesting that they often
continue to rely on the semantic system associated with their L1, even at an
advanced level of proficiency. The chapter ends with a discussion of pedagogical
strategies instructors may use to help facilitate semantic development among
L2 learners.
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