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　　1.3.2 Incidental Vocabulary Acquisition

　　It is generally accepted that a considerable amount of vocabulary is acquired incidentally, i. e. as a “by-product”of reading (e. g., Nation & Coady, 1988; Nation, 2001). Incidental learning is defined as “learning without an intent to learn, or as the learning of one thing, for example vocabulary, when the student's primary objective is to do something else” (Laufer & Hulstijn, 2001, p.10). Incidental vocabulary acquisition can be defined as “the learning of new words as a by-product of a meaning-focused communicative activity, such as reading, listening, and interaction, which occurs through multiple exposure to a word in different contexts” (Huckin & Coady, 1999, p.185). For incidental vocabulary acquisition to occur, attention to lexical forms and inferencing lexical meanings from context are two necessary and crucial factors.

　　The concept of attention is used to describe “the processes involved in selecting the information to be processed and stored in memory” (Robinson, 1993, p.287). In incidental vocabulary acquisition, the learner's attention is primarily focused on communicative meaning, not on form. However, many theorists argue that vocabulary learning requires attention to both meaning and form (e. g., Ellis, 1995; Robinson, 1995). Schmidt (1993) pointed out that, to some degree at least, conscious attention to form is necessary for incidental learning. Intake is defined as the subset of input that is attended to and noticed. In other words, attention to form in the input is necessary for input to become intake and thus available for further mental processing. Attention is clearly related to purpose, which in turn is governed in large part by task demands. L2 researchers (e. g., Schmidt, 1990) claim that incidental acquisition is possible when task demands force L2 learners' attention onto specific features in the input. In other words, well-designed tasks can facilitate noticing of aspects of L2 syntax, vocabulary, and phonology.

　　It is generally agreed that most of the vocabulary is acquired incidentally (e. g., Huckin & Coady, 1999; Laufer & Hulstijn, 2001). Failure to work out the meanings of essential words may impede the overall understanding of reading or oral texts. Therefore, it is crucial for L2 learners to develop “on-line”skills or strategies to handle unfamiliar vocabulary, for example, the strategy of inferencing lexical meaning from context.

　　Lexical inferencing “involves making informed guesses as to the meaning of a word in light of all available linguistic cues in combinations with the learner's general knowledge of the world, her awareness of context and her relevant linguistic knowledge” (Haastrup, 1991, p.40). In other words, inferencing the lexical meaning of unknown words means compensating for vocabulary deficiency by using such clues as cognate words, contextual clues and extralinguistic clues (including background noise, tone of voice, and so on).

　　Being able to inference lexical meaning through context is important for successful vocabulary learning. Schmitt (1997) developed a taxonomy of 50 vocabulary learning strategies consisting of those used to infer meanings and those used to consolidate words. If these lexical inferencing strategies are used successfully, they can “serve for purposes of immediate comprehension in a listening or reading context, and under favourable conditions may lead to retention of the word form, as well as semantic and other lexical information” (Paribakht & Wesche, 1999).

　　Research (Paribakht & Wesche, 1997) identified the factors involved in lexical inferencing. These include the written texts in which words are embedded, the features of given words, learners' knowledge and the effort they put in, and the mental activity the learner is focused on. 元认知策略研究：二语听力理解与附带词汇习得（英文版）