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The present study addresses a long-standing assumption in the field of applied linguistics: that presenting new second language (L2) vocabulary in semantically grouped sets is an effective method of teaching. Participants learned 32 new L2 labels for concepts from four different semantic categories in either a related or unrelated condition. At test, participants translated words in both translation directions. We found a semantic interference effect both during the encoding of information intodoi:10.1017/s0142716403000195 fatcat:osuqfocg2vafrdeffi7ozjfw5u