L2 Vocabulary Acquisition Through Reading

After decades of neglect, vocabulary is no longer a victim of discrimination in second language learning research, nor in language teaching. The acquisition of vocabulary has assumed a more important role in learning a second language. Basically, in L2 teaching and learning vocabulary through reading, there are two instructional techniques: incidental learning and intentional learning. This study explores the role of reading in L2 vocabulary acquisition, and the effect of different vocabulary instructional techniques on the vocabulary learning of Chinese university ESL students of different levels. The analysis of the data reveals:1) Given the same amount of time devoted to the two treatments, although reading for meaning appears to produce significant results in vocabulary acquisition, such reading supplemented with specific vocabulary exercises leads to acquisition of an even greater number of words as well as greater depth of knowledge.2) Given the same amount of time devoted to the two treatments, reading plus explicit exercises instruction results in better retention than incidental learning instruction.3) In reading plus explicit exercises, students' language proficiency is not a predictor of the vocabulary gain. In the incidental learning instruction, students' language proficiency isn't a factor affecting receptive vocabulary gain. However, it plays a decisive role in acquiring the productive aspect of the vocabulary knowledge.