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1、ReadinginaForeignLanguageApril2010,Volume22,No.1ISSN1539-0578pp.161–180Howwelldoesteachertalksupportincidentalvocabularyacquisition?MarliseHorstConcordiaUniversityinMontrealCanadaAbstractOpportunitiesforincidentalvocabularyacquisitionwereexploredina121,000-wordcorpusofteachertalkaddressedto
2、advancedadultlearnersofEnglishasasecondlanguage(ESL)inacommunicatively-orientedconversationclass.Incontrasttopreviousstudiesthatreliedonshortexcerpts,thecorpuscontainedalloftheteacherspeechthelearnerswereexposedtoduringa9-weeksession.Lexicalfrequencyprofilingindicatedthatwithknowledgeof4,00
3、0frequentwords,learnerswouldbeabletounderstand98%ofthetokensintheinput.Thespeechcontainedhundredsofwordslikelytohavebeenunfamiliartothelearners,butfarfewerwererecycledthenumbersoftimesresearchshowsareneededforlastingretention.Thestudyconcludesthatattendingtoteacherspeechisaninefficientmetho
4、dforacquiringknowledgeofthemanyfrequentwordslearnersneedtoknow,especiallysincemanywordsusedfrequentlyinwritingareunlikelytobeencounteredatall.Keywords:incidentalvocabularyacquisition,L2vocabulary,ESLteacherspeech,spokencorpus,lexicalfrequencyprofiling,frequencylist,coveragePaulNation’scontr
5、ibutiontolanguageteachingresearchandpracticeisbothremarkableandremarkablywellknown.IfateacherofEnglishasks“Whatisthemostimportantgrammartoteach?”Ithinkmanyappliedlinguistswoulddismissherquestionasnaive.SomemightpointtocorpusworkbyBiber,Johansson,Leech,Conrad,andFinegan(1999)thathasrecentlyb
6、eguntoprovideananswer.Butwereshetoaskthesamequestionaboutvocabulary,shewouldimmediatelybereferredtoworkbyNation.Overthecourseoffourdecades,hislandmarkVocabularyLevelsTest(Nation,1990),continuallyupdatedfrequencylists,andhostofpublicationsonteachingandlearningvocabularyhaveprovidedpracticala
7、nswerstothequestionsofagenerationoflanguageteachers,and,alongwiththeworkoftheotherPaul(Meara),changedthewaythefieldthinksaboutlexis.IcountmyselfamongthemanyteacherswhofoundanswerstopressingquestionsinNation’swork.Intheearly1990sIwasworkinginOmanwithunive
