Stimuli properties.

Second language (L2) learners often struggle with learning technical words in a new discipline. Previous studies suggested that word length and context may differentially affect orthographic and semantic acquisition during initial L2 word learning. This study investigated how (1) target word length, (2) contextual support, and (3) learners’ L2 vocabulary and spelling abilities influence orthographic and semantic recognition in initial acquisition of L2 technical words. Eighty-eight Chinese-English university students read sentences with high- and low-constraint contexts about sixteen L2 English technical words and then performed orthographic and semantic recognition tasks. Recognition accuracy was examined through multiple-choice questions with fully and partially correct answer choices and analyzed with generalized linear mixed-effects models. Results showed that longer word length impaired orthographic recognition but facilitated partial semantic recognition, while contextual support enhanced semantic but not orthographic learning of L2 technical words. Skilled spellers performed better on orthographic recognition than poorer spellers, while those with larger L2 vocabulary size also showed better orthographic learning, especially for shorter word forms. Hence, word length, contextual support, and learners’ L2 vocabulary and spelling abilities differentially affected orthographic and semantic learning of L2 technical words, and measurement of partial recognition facilitated a nuanced understanding of learning outcomes. The findings highlight the importance of adopting targeted pedagogical approaches to enhance L2 technical word learning.第二语言（Second Language，简称L2）学习者在新学科专业词汇的习得过程中常面临困境。过往研究指出，在第二语言词汇的初始学习阶段，词长与语境可能对正字法（orthographic）与语义习得产生差异化影响。本研究旨在探讨三大因素如何作用于第二语言专业词汇初始学习中的正字法与语义识别：（1）目标词词长；（2）语境支持程度；（3）学习者的第二语言词汇与拼写能力。研究招募88名以汉语为母语、英语为第二语言的大学生，让其阅读围绕16个英语专业词汇的高约束与低约束语境句，随后完成正字法与语义识别任务。识别准确率通过设置完全正确与部分正确选项的多选题进行测评，并采用广义线性混合效应模型（generalized linear mixed-effects models）开展统计分析。结果显示，更长的目标词长会损害正字法识别表现，但可促进部分语义识别；语境支持能够有效提升第二语言专业词汇的语义学习效果，但对正字法学习无显著促进作用。拼写能力较强的学习者在正字法识别任务中的表现优于拼写能力较弱者；而第二语言词汇量更大的学习者同样在正字法学习中表现更优，尤其针对较短的词形。综上，词长、语境支持以及学习者的第二语言词汇与拼写能力，对第二语言专业词汇的正字法与语义学习存在差异化影响；而对部分识别的测量有助于更细致地阐释学习成果。本研究结果凸显了采用针对性教学方法提升第二语言专业词汇学习效果的重要意义。