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本文是一篇英语词汇法论文研究，本研究结果进一步验证了先前的研究，即二语语篇的光泽度和丰富的语境有助于IVA。然而，必须提到的是，这两种干预可能在词义的获得中发挥不同的作用。

Chapter One Introduction

1.1 Research Background

1.1.1 Research Status of Incidental  Vocabulary  Acquisition

Theoretically speaking, there are a large number of studies focusing on vocabulary in the field of second language study. A plenty of researchers at home and abroad have already conducted a series of empirical experiments to investigate the impact of words’ repetition, different learning modes and students’ English proficiency on IVA. And in recent years, researchers have managed to combine different factors together to explore their effects on IVA.  For example, Mohammad  (2020) investigated the impact of L1 textual  glosses and  frequency  of word  repetition on  IVA.  Meanwhile,  Feng  (2019) embarked his experiment to explore the influence of contexts and frequency of words on the acquisition and retention of words through reading English passage. 

In foreign studies, the study on IVA started in an early age. “Incidental Vocabulary Acquisition”  was  originally  put  forward  by  Nagy  et  al.  (1985), which  means  that students  acquire words  without  paying  conscious attention to  learn  words.  Foreign researchers mainly  keep  watchful  eyes on  the  investigation  of  frequency of  words’ repetition, different glosses and  richness of contexts. As  to the  frequency of words’ repetition, a large number of studies have  proved that the frequency of words and IVA are  positively correlated. The  more  a  word  appears,  the  easier it  is  to  be  acquired. However, the effect of vocabulary repetition on IVA  is also different if scholars conduct studies  from  different  dimensions,  such  as  the  measurement  of  different  word knowledge  or  participants’  different vocabulary  levels (Miao,  2014).

1.2 Significance and Purpose of the Study

1.2.1 Significance of the Study

It  is  admitted  that  second language  reading  has  great  influence on  vocabulary acquisition, especially on IVA. Though  it had  been approved  that L2 reading alone is not sufficient to acquire a great number of new words incidentally (Zahar, Cobb and Spada,  2001). L2 reading  can  largely help  students acquire  new  lexical items  in  an incidental way.  After all,  it is  beyond  doubt  that  reading  is closely related to  word learning. Furthermore, the significance to investigate how the contextual richness and L2 textual glosses influence IVA  through reading can  be explained both theoretically and practically.

In  theory, it is known  that vocabulary  accounts for a  large proportion in English learning.  With  the  promotion  of  students’  English  proficiency,  learners  find  that intentiona本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。