In this article I will take different positions in response to different suggestions. Considering the research conducted on the topic, I think that it is not possible to reach conclusive results on the effect of the L1 in the processing of L2 vocabulary at advanced levels of proficiency. I will argue against the need for incremental learning for acquiring new vocabulary in AFL lessons. Finally, I would like to support the teaching of collocations in the classroom. Effect of L1 on the processing of L2 vocabulary at advanced levels of proficiency. Comprehension depends primarily on lexical information, not only because of the semantic input provided by lexical items, but also because lexical information helps determine syntax. relations. Connectivity between the L1 and L2 lexicon is supported in several studies reviewed by Singleton (1999). At the same time, second language learners appear to have different degrees of knowledge of SL vocabulary. These degrees vary depending on the types of knowledge; receptive versus productive and based on students' skill level. In the process of acquiring a new language there is evidence to suggest that both L1 and L2 remain activated even at advanced levels of proficiency. In a study conducted by Sunderman and Kroll (2006) they report two important points, the first is that words that have close forms in both L1 and L2 will influence each other regardless of the linguistic task performed. The second important point is that they found L1 activation at two different proficiency levels, but L1 translation sensitivity decreased with the higher level group. On the other hand, Lee (2007) argues that it is not the influence of the L1 that influences semantic processing but the... half of the article... the advantage of classroom teaching placements is the fact that students are forced to be creative in the use of language and word combinations, which could lead to misunderstandings due to lack of knowledge of the accepted word combination in the learned language. To conclude, different positions were discussed regarding the stimuli provided, although no conclusive judgments were reached on the effect of the L1 in the process of learning L2 vocabulary at advanced levels of proficiency, I was able to argue against incremental learning of new vocabulary in AFL classrooms and support classroom teaching placements. References El-Essawi Raghda. "Lexicon" American University in Cairo. November 2013. Lecture.Gass, Susan M. and Larry Selinker. Second language acquisition: an introductory course. New York: Routledge/Taylor and Francis Group, 2008.