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A psycholinguistic model of vocabulary acquisition in a second language (L2) in instructional settings is outlined in this paper. Considered in light of how the lexical entries in the L2 lexicon evolve, L2 vocabulary acquisition is seen as consisting of three stages: the formal stage when a lexical entry with formal speci®cations is established, the ®rst language (L1) lemma mediation stage when the lemma information of the L1 counterpart is copied into the L2 lexical entry and mediates L2 worddoi:10.1093/applin/21.1.47 fatcat:vu45zfo6cjdxtozugfhgqhbspy