The third is L2 integration stage. It is the stage when semantic, syntactic and morphological specifications of L2 word are extracted from exposure and use and
integrated into the lexical entry. At this stage, L1 and L2 will be similar each of other in terms of both representations and processing. The next is figure 2.3 which
illustrates L2 integration stage.
concept
L1 word
Figure 2.3: L2 integration stage Practically, when learners overtake the second stage or lemma mediation
stage, they may have difficulties of releases the L1 lemma information connection to L2 lexeme. Furthermore, such condition stimulates fossilization; learners’ lexical
development stagnates in this stage. According to Ellis 1994 even large extensive exposure of vocabulary acquisition L2 will strengthen connection of L1 lemma
information to L2 target word.
4. Model of Vocabulary Acquisition
A model may be defined as a description of a process or an operation Mukarto, 1999: 30. Mukarto adds a model specifies how the process works and
what its important features are. Possessing a good model we can identify or describe
the process that we want to account for. The basic model adopted to account the process of L2 vocabulary acquisition is adopted from Ellis 1997.
INPUT INTAKE LEXICON
OUTPUT
Figure 2.4: Model of Vocabulary Acquisition This model shows that learners are exposed to language input, in the spoken
or written forms or both. Commonly, in the foreign language context, learners are more likely exposed to written forms rather than spoken one. Information contained
in the lexical items or words are attended and taken-in to short-term memory. The attended properties may be the words forms spelling, intonation, stress, and the
word meanings. Other word properties may not be attended. This attended properties or information are called intake. Next some of the intake is stored in the
long-term memory as part of lexicon. The process that is responsible for creating intake and the lexicon occurs within the “black box” of the learners’ mind. Finally
the lexicon is manipulated or used by the learners in learning language Ellis, 1997: 35.
In detail, there are three crucial stages in the vocabulary acquisition illustrated by this model. The first stage is from input to intake which is the first
stage of vocabulary mapping. As mentioned before, learners need to attend to other aspects or features of word such as syntactic category, i.e. whether a word is a noun
or verb, an adjective or adverb. Once again, a verb in English may be mapped into an adjective in Indonesian. Being able to know the class of a word can be included as
one of language input. This stage corresponds to the initial stage of lexical development in L2 Levelt, 1989 where learners can temporarily consider the other
features or aspects of L2 word equivalent to those of the L1 word. Furthermore Jiang 2000: 51 explains that in receptive use of language, the
recognition of a L2 word activates its L1 equivalent translation, whose semantic, syntactic and morphological information then become available and assist
comprehension. Syntactic information deals with class of a word, whether second language learners know that it is a noun, a verb, an adjective or an adverb. He
continues while in productive L2 use, the pre-verbal message first activates the L1 words whose semantic specifications match the message fragments. The L1 words
then activate the corresponding L2 words through the lexical link between L1 and L2.
The second crucial is from intake to lexicon, from the short-term to the long- term memory. It is the stage that determines how much of the intake will be
incorporated. Learner will continually construct and adjust the vocabulary mapping or network when entering this stage. According to Ellis 1997, the process takes
place in the black box, meaning that little is known of what happens here. The third stage is the use of lexicon by the L2 learners. Melka 1997 as
quoted in Mukarto 1999: 32 states the word use can be of two natures: receptive for recognition, understanding, or interpretation and productive to express
oneself. In the case of receptive nature of language use, this study is aimed to investigate the development of syntactic recognition of derivational suffixes. It can
be inferred from this understanding that the study is placed in the receptive mood.
5. Vocabulary Learning
