Three of the most important aspects of L2 lexical knowledge include meaning, form (spelling), and pronunciation. Each of these aspects has been the focus of several studies. However, there seems to be a dearth of research as to which aspect of word knowledge is activated better in the mind of the learners in the retrieving process. The present book includes a theoretical review and an empirical analysis addressing this issue. The findings reported in this book can be useful for L2 teachers, researchers, and learners.