ABSTRACT
This chapter explores the extent to which recent prior knowledge of target second language (L2) vocabulary interacts with depth of processing (DoP) while reading an L2 text, as well as whether either of these variables significantly differentiates L2 performance. Findings revealed that recent prior lexical knowledge is associated with higher levels of processing (though not the overall amount) in terms of making accurate form-meaning connections during the reading process. Furthermore, recent prior knowledge and higher levels of processing led to a significantly stronger ability to accurately recognize and produce, but not generalize, targeted lexical items. The chapter concludes by considering pedagogical implications for the classroom in relation to L2 vocabulary development and identifying key areas for future research.
