| This paper explores the similarity and difference between L1 and L2 mental lexicon, in the light of semantic network model, Wolter's depth of individual word knowledge model as well as Lexical Development Model in L2. It aims to have an insight into organization of L2 mental lexicon by comparing the responses to stimuli from NSS and L2 learners, and investigate whether depth of word knowledge has effect on the responses. The result will contribute to the further research on the nature of L2 mental lexicon and help to construct mental lexicon model of Chinese learners of English.Two instruments, the Word Association Test(WAT),the Depth of Individual Word Knowledge Test (DIWK) are applied in the present study. And 15 Chinese English learners and 15 English native speakers participated in the tests. The result shows that from overall responses, L1 and L2 mental lexicon are significantly different in that L2 learners tend to produce more clang responses than native speakers do. In the light of depth of word knowledge, however, for the well-known words, semantic responses become predominant while for the words that are not well known, both native and nonnative speakers make more clang or other non-sensible responses than semantic responses. That is to say, the two group share the similar tendency in the response patterns. The results also reveal that new word itself undergoes an integrating process from phonological association into the whole semantic network of L2 mental lexicon.Drawn from the theory of L2 mental lexicon and the findings of the present study, some pedagogical implications for second vocabulary teaching are put forward, such as using phonological knowledge as facilitation during the initial vocabulary acquisition stage, helping L2 learners consciously reorganizing semantic network of L2 mental lexicon and putting vocabulary acquisition in context. In a word, different teaching methods should be applied for L2 learners in different levels.
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