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1、+MODELAvailableonlineatwww.sciencedirect.comScienceDirectSystem41(2013)609e624www.elsevier.com/locate/systemIncidentalvocabularyacquisitionthroughL2listening:AdimensionsapproachHildevanZeelanda,*,NorbertSchmittbaRoomA93Trent,UniversityPark,NottinghamNG72RD,UnitedKingdombRoomA61Trent
2、,UniversityPark,NottinghamNG72RD,UnitedKingdomReceived3February2012;revised3July2013;accepted18July2013AbstractThisstudyinvestigatedL2learnersacquisitionofthreevocabularyknowledgedimensionsthroughlistening:formrecognition,grammarrecognition,andmeaningrecall.Whereaspreviouslistenings
3、tudiesusedonlymeaning-basedvocabularytests,whichrevealedverylittlevocabularylearning,theresultsofthisstudyshowsthatlearnersstartdevelopingknowledgeofaword(i.e.formandgrammarrecognition)longbeforetheymastertheform-meaninglink.Knowledgeofthethreedimensionsimmediatelyafterlisteningwasf
4、orm>grammar>meaning,withtheformertwobeingmoresensitivetoattritionthanthelast.Theeffectoffre-quencyofoccurrence(3,7,11,or15exposures)onacquisitionalsodifferedbetweenthethreedimensions,butthiseffectwasnotstrongoverall.Theacquisitionofwordmeaningseemedparticularlyunaffectedbyfrequency,
5、afindingreminiscentofresearchonincidentallearningfromreading.Forlisteningtobeavaluablesourceforvocabularylearning,itappearsthatconsiderablymorethan15exposuresareneeded.Ó2013ElsevierLtd.Allrightsreserved.Keywords:Incidentalvocabularyacquisition;L2vocabularyknowledge;L2listening;L2read
6、ing1.IntroductionIncidentallearningoccurswhenlearnersacquirenewaspectsoftheirL2withoutbeingfocusedondoingso.Researchershavesincelongbeeninterestedintheuptakeofnewvocabularyknowledgethroughincidentallearning.Thisisanimportantquestion,foritgivesanindicationofhowmuchinputisrequiredtore
7、achcertaindegreesofvocabularyuptake.Thevastmajorityofsuchresearchhasbeencarriedoutintheareaofreading(e.g.DupuyandKrashen,1993;Hulstijn,1992;Pittsetal.,1989).Althoughresultsvary,thelearninggainsfoundaregenerallysmall.Themodestsizeofthegainsmaybeduepartlytothetestinginstrumentsused.Mo
8、ststudiesusedtestst
