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Description: Introducing new vocabulary in semantic categories has long become the gold standard in second language teaching, even though empirical evidence suggests that this practice might have a detrimental effect on word learning. We extend previous research by contrasting two learning contexts: categorically related (novel names for familiar concepts from the same semantic category) and categorically unrelated (from different semantic categories). Specifically, we investigate whether the learning context modulates the speed of acquisition, recall and integration of new vocabulary into semantic memory.