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nbsp;the  major findings firstly, then followed the pedagogical implications and limitations.The  current  study  is  designed  to  find  out  the  effects  of  glossing  and  TIE  on  L2  IVA  in  senior  high school.  The  results  of  the  research  suggest  the  rationality  of  the  Input  Hypothesis  and  the  Models  of  L2 Lexicon  acquisition  together  with  depth  of  processing  hypothesis.  Three  major  findings  are  concluded from the current study.  First, L1 glossing reading texts is more beneficial for senior high school students’ incidental English vocabulary acquisition and retention. Comparing the four groups with either L1 or L2 glosses, the groups with L1 glossing can acquire more unknown words in immediate and delayed tests. By studying both the immediate and delayed VKS tests, the P values are less than 0.05 means that the result is significant. And the groups with L1 glossing have the highest mean score.  Second,  the  boldfaced  TIE  texts  have  the  better  effect  on  senior  high  school  students’  incidental English  vocabulary  acquisition.  However,  there  is  no  difference  between  the  groups  with  boldfaced  TIE and without boldfaced TIE in vocabulary retention. In the immediate test, there is still a difference between the  groups  with  boldfaced  TIE  and  the  groups  without  boldfaced  TIE,  for  the  salient  ones  would  catch students’  attention  which  provokes  more  processing  of  those  words.  While  in  the  delayed  test,  this  kind difference  disappears  because  of  the  Forgetting  Curve.  It  is  possible  that  students  are  going  to  left  what they have learned behind without consolidation.  Third,  there  is  no  interaction  effect  of  glossing  and  TIE  on  senior  high  school  students’  incidental English vocabulary acquisition and retention. This is maybe because there is no direct relationship between the absolute memory and attention, though the two kinds of dependent variables got the highest mean score than any other groups. 
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