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foreign language acquisition. As for the researchissue on the approaches to foreign language vocabulary acquisition, Nation considers it usefulto make a distinction between intentional and incidental vocabulary acquisition (Nation, 1990).This section reviews the definition of IVA, and after dealing very briefly with the two types ofvocabulary acquisition, the focus is settled on the incidental one. The terms, incidental learning and intentional learning, firstly appeared in the middle ofthe 20th century when American behaviorist psychology was prevailing. The earliestexperiment about incidental vocabulary acquisition, without coining the term “incidentalvocabulary acquisition”, may be an experiment called “strip story” by Gibson (1975). And thenit was Nagy, Herman and Anderson (1985) who first initiated the term of “incidentalvocabulary acquisition” when they studied how children acquired their first languagevocabulary. They found there was a definite gap existing between what is taught and whatchildren have known about vocabulary knowledge.
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2.2 Noticing
Different researchers prefer to use different terms based on their studies. However, theseterms can also be used interchangeably to some extent. In fact, no standard definition and cleardistinction are settled about them. In Noticing Hypothesis, Schmidt (1990) proposes thatnoticing (attention/awareness) is necessary for converting input to intake; and he also points outthat learning is enhanced by noticing (attention/awareness) instead of demonstrating thatleaning cannot take place without it. It means that noticing is a necessary but not the sufficientcondition for foreign language acquisition. Therefore, in this study, noticing is used as nucleusterm while other related terms are also used as its synonyms.Researchers stress the significance of noticing and try to provide a definition for this term.Schmidt (1994) proposes that noticing is the basic sense in which people generally say that theyare aware of something and suggests that noticing is the detection of the occurrence of astimulus in conscious awareness. The idea of noticing can be transformed into an equation asfollows: noticing = detection + awareness. Schmidt also claims that attention is the detection ofa stimulus. Therefore, the equation can be changed into: noticing = attention + awareness.Robinson (1995) summarizes noticing as “detection plus rehearsal in short-term memory, whichis prior to encoding in long-term memory”. Batstone (1996) presents his definition of noticingas “the intake of grammar as a result of learner’s paying conscious attention to the input”. Leow,based on his study of think-aloud protocols, gives his definition of noticing as some form ofsubjective awareness of new targeted linguistics forms in L2 data as revealed in learners’think-aloud protocols produced while completing a problem-solving task (1997, p.474).
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Chapter Three Methodology ..... 21
3.1 Research Questions.......... 21
3.2 Participants ....... 22
3.3 Instruments ....... 22
3.4 Procedures of the Empirical Study ...... 25
3.4.1 The Preliminary Test...... 25
3.4.2 The Immediate Test........ 25
3.4.3 The Delayed Test ...... 26
3.5 Data Collection and Analysis ......... 27
Chapter Four Results and Discussion....... 28
4.1 Incidental Vocabulary Acquisition through Interaction.... 28
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