Abstract
As a partial replication of Tagashira, Kida, and Hoshino (2010), the present study examined first language (L1) translation familiarity effect on second language (L2) antonym acquisition among English-speaking intermediate-level Chinese learners. Fifteen students learned 15 antonymous pairs with familiar or unfamiliar L1 translations and completed two multiple-choice posttests. Their learning strategies were also collected. Results showed (a) a delayed L1 familiarity effect, (b) better retention and lower interference of L2 pairs with familiar L1 translations, (c) low retention of L2 pairs with unfamiliar L1 translations for both words, and (d) more orthographic elaboration strategies employed. The findings suggest that L2 instructors present antonyms in pairs, avoid providing a single, unfamiliar L1 translation, and encourage the use of orthographic elaboration strategies.
