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f learning new words, and they suggest that the learners can not totallyacquire their native vocabulary by intentional learning, on the contrary, most nativevocabulary learning can be acquired incidentally. From then on, many scholars get down todevoting to it, but until now, the fixed definition is not to be given.Krashen (1989) argues that vocabulary could be picked up by language learnersthrough accepting comprehensible input as reading. He aims to use his input hypothesis tomake clear such a learning process which is unconscious, and he explains this process assimilar to incidental acquisition. He describes that the more comprehensible input readingare there, the greater vocabulary retention could be resulted, meanwhile, he suggests thatIVA should come into being through substantial and comprehensible input tasks, such as reading.Schmidt (1994) also gives a definition for incidental vocabulary acquisition as “thelearning with no purpose to learn, or as the learning of one thing, e.g. vocabulary, when thelearner’s main objective is to do something else, rather than only taking care of thevocabulary itself, e.g. to communicate. However, the intentional learning means to learnthe target words with intentions” (Laufer & Hulstijn , 2001).
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2.2 Factors affecting incidental vocabulary acquisition
From so many definitions of the incidental vocabulary acquisition we have discussedin above part, the author adopts the definition stated by Laufer (2003) who concludes thatincidental vocabulary acquisition refers to the acquiring of vocabulary as “a by-product ofany activity not explicitly geared to lexical learning” (Laufer, 2003) These activitiesinclude watching movies, listening to stories, and so on. The process of incidentalvocabulary acquisition is influenced by several factors, and three primary affecting factorsare discussed as following in detail. The learners’ factors refer to learners’ language proficiency, vocabulary size andlearning strategies. To a large extent, incidental vocabulary acquisition depends onlearners’ reading ability, language level and reading skills.Parry (1997) researches what strategies learners use to learn unknown words and theresults indicate that the learners should improve their flexibility in using strategies invocabulary. Fraser (1999) concludes that inference is the main strategy for acquiringvocabulary better, and she implies that learners have to deal with problem in inferring tostrengthen the cognitive relation between words and meaning. Pulido (2003) investigatesthe effects of second language reading ability on incidental vocabulary acquisition.
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Chapter Three Research methodology .....20
3.1 Research questions ........20
3.2 Participants ........20
3.3 Instrument....21
3.4 Procedures .........23
3.4.1 Vocabulary level test (VLT) ........23
3.4.2 Pilot study......24
3.4.5 Main study.....26
3.5 Data collection.........30
Chapter Four Data analysis and discussion.........31
4.1 Analysis of the participants’ English vocabulary proficiency.........31
4.2 Impact on IVA by three different tasks in the immediate test .........32
4.3 Impact on IVA by three different tasks in the delayed test ....... 36
4.4 Impact on IVA and vocabulary retention..... 40
Chapter Five Conclusion......... 49
5.1 Major findings ........ 49
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