Three of the most important aspects of L2 lexical knowledge include
meaning, form (spelling), and pronunciation. Each of these aspects
has been the focus of several studies. However, there seems to be a
dearth of research as to which aspect of word knowledge is
activated better in the mind of the learners in the retrieving
process. The present book includes a theoretical review and an
empirical analysis addressing this issue. The findings reported in
this book can be useful for L2 teachers, researchers, and learners.
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