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 specifications is established, the first language (L1) lemma mediation stage when the lemma information of the L1 counterpart is copied into the L2 lexical entry and mediates L2 word use, and the L2 integration stage when semantic, syntactic, morphological specifications are integrated into the lexical entry. It is argued that due to the practical constraints imposed on L2 learning, a majority of L2 words fossilize at the second stage. Thus, lexical representation in L2 in general has three unique features: (a) a lexical entry consists of L2 lexeme and L1 lemma; (b) little morphological specifications are integrated within the entry; the links between L2 words and concepts are weak. The processing consequences of these features, relevant research evidence in support of this model, and its implications for L2 vocabulary acquisition research are discussed.
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