Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity

摘要: Introduction Most learners of a second language (L2) feel concerned with the burden vocabulary learning and worry about question how to cope formidable task thousands words. This has been documented by number questionnaire, interview case studies (Gu & Johnson, 1996; Jones, 1995; Lawson Hogden, Porte, 1988; Sanaoui, 1995). Because sheer magnitude it is only quite natural that many L2 teachers uncertain guide their students. Should they require students learn words intentionally, perhaps even rote, or should believe rumours intentional not conducive learning? How much credence give ideas like ‘new must be presented in context’ ‘the best way acquire “picking up” incidentally, as by-product being exposed large amounts input reading listening tasks’? chapter will look at what various theories have say incidental learning. It focus especially on three issues key importance for pedagogy: (1) quality information processing when an unfamiliar word first encountered; (2) quantity rehearsal activities needed permanently available; (3) training automatic access knowledge necessary fluent use.