The study aimed to explore the evidence of first language (L1) mediation in second language (L2) word associations and the L2 learner-related factors affecting the extent of L1 mediation with the following approaches. First, different from previous research, word association tests (WATs) embraced both receptive and productive word associations in the study. Second, different from word-related variables such as cognates vs. non-cognates in previous research, the study examined learner-related factors. Third, it examined whether the methodological difference (receptive vs. productive test formats) may affect the extent of L1 mediation in L2 access. A total of 108 Chinese English learners varying in proficiency, learning experiences, input and motivation participated in WATs using 24 stimulus words. The results suggested, (1) from the findings of descriptive statistics and ANOVAs, the evidence of L1 mediation was found in all three L2 proficiency groups with different extent of higher L1 mediation in lower proficiency groups. (2) From the findings of Pearson product-moment correlation coefficients, significant correlations were found with L1-promoting learning environments, L2 input, integrative motivation and the learners’ awareness of L1 activation. (3) The findings of the paired-samples t-tests confirmed a significant difference between the two test formats. Based on the findings, the study suggested the promotion of L2-rich learning environments, integrative motivation, and receptive and productive word associations in the L2 network.
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