Incidental Vocabulary Learning; Involvement Load Hypothesis; Writing; Reading;
词汇附带习得； 任务投入量假设；写作；阅读；
This will enable a more comprehensive understanding of the role of context and word frequency in incidental vocabulary learning.
这项研究将有助于更全面地认识上下文和词汇频率在词汇附带习得中的作用。
Previous researches claim that it is helpful and acceptable, but few studies explore the influence of annotation ways on the incidental vocabulary learning.
近年来，国内外关于词汇附带习得的研究层出不穷，但文章中生词注释方式对词汇附带习得效果的影响的问题鲜有议论。
The combination of direct vocabulary learning with incidental vocabulary learning is supposed to be a better way to improve students 'language skills in the long term.
从长远来看，词汇附带习得理论辅以直接词汇教学才能弥补学生词汇量的不足。
The author lists some problems in vocabulary teaching of college English and points out that there is room for further improvement in incidental vocabulary learning which is still dissatisfactory.
本文列举了一些大学英语词汇教学中存在的问题，特别指出泛读中附带词汇学习的效率不尽人意，有待提高。
In the last few years, incidental vocabulary learning (IVL) has become an increasingly interesting topic of discussion for researchers, teachers involved in second language vocabulary acquisition.
近年来，在二语词汇习得领域，词汇的附带习得引起了广大研究者越来越多的兴趣。
This empirical study has investigated the effects of the incidental learning and intentional learning on vocabulary retention.
本次实证研究在于比较词汇伴随学习和有意学习对词汇记忆的影响。
In both first and second language learning, learners mainly acquire vocabulary in two ways: explicit vocabulary learning and incidental learning through reading.
无论是第一语言还是第二语言，人们学习词语的途径主要有两种：专门的词语教学和阅读中的伴随性习得。
Most previous second language vocabulary acquisition research has focused on incidental learning, and yet little is known about intentional learning.
二语词汇习得研究多关注二语学习者的顺带词汇学习，而二语学习者的刻意学习少有提及。
This paper dwells on the necessity and limitations of incidental learning of L2 vocabulary based on the theory of depths of processing proposed by Craik and Lockhart.
本文以认知加工层次理论为理论框架，对二语词汇伴随性学习的必要性和局限性进行了详尽的阐述。
There are generally three major approaches to vocabulary acquisition: incidental acquisition, intentional instruction and strategic learning. All this ha...
词汇习得有三大途径：偶然习得、故意教学和策略运用。
Some researchers think that it is impossible for a mother language to be acquired wholly through intentional language learning, and probably through incidental vocabulary acquisition.
有研究者认为，母语词汇的学习不可能完全是通过刻意学习获得，而很可能是在进行其他学习任务时附带习得的。
Grapheme-meaning incidental learning was not affected by preschoolers'primary vocabulary level and familiarity of target words;
词义的伴随学习受幼儿原有的词汇水平和幼儿对目标词熟悉程度的影响；
Grapheme-meaning incidental learning was not affected by preschoolers'primary vocabulary level and familiarity of target words;
词义的伴随学习受幼儿原有的词汇水平和幼儿对目标词熟悉程度的影响；
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