[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588921-105":59,"doc-detail-588921-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","intentional-vs-incidental-esp-vocabulary-acquisition-by-political-science-students","INTENTIONAL VS INCIDENTAL ESP VOCABULARY ACQUISITION BY POLITICAL SCIENCE STUDENTS","","The article reports an experiment on intentional versus incidental ESP vocabulary acquisition among two university groups of third-year political science students. Intentional learning used pre-teaching of target lexical items plus explicit instruction to apply them in a later productive task, while incidental uptake relied on self-study with an authentic audiovisual recording and an essay on the video’s topic. Quantitative measures tracked target word and collocation use, and qualitative analysis assessed usage accuracy, including a delayed posttest. Results showed intentional learning outperformed incidental acquisition by over 20%.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/intentional-vs-incidental-esp-vocabulary-acquisition-by-political-science-students/588921/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/intentional-vs-incidental-esp-vocabulary-acquisition-by-political-science-students/588921.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study implement intentional vocabulary learning?","Question",{"text":112,"@type":113},"Students received pre-teaching of lexical items and were explicitly told they would need to use the vocabulary in a following productive activity (an essay).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What led to incidental vocabulary uptake in the experiment?",{"text":117,"@type":113},"Incidental uptake occurred during self-study where students watched an authentic audiovisual recording and then wrote an essay about the subject discussed in the video.",{"name":119,"@type":110,"acceptedAnswer":120},"How were students’ vocabulary gains measured and checked over time?",{"text":121,"@type":113},"A quantitative approach calculated the amount of target words and collocations used in written output, while a qualitative method evaluated accuracy. A delayed posttest was conducted two months later to assess productive knowledge of the target lexis.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588921,1792166163,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","DOI: 10.20535/2410-8286.200729  \nINTENTIONAL VS INCIDENTAL ESP VOCABULARY ACQUISITION BY POLITICAL SCIENCE STUDENTS  \nSvetlana Danilina, Viktoriia Shabunina  \nTaras Shevchenko National University of Kyiv, Ukraine  \n[sv.danilina@gmail.com](sv.danilina@gmail.com), [vshabunina@gmail.com](vshabunina@gmail.com)  \nThe article discusses an experiment that researched the intentional vs incidental ESP vocabulary uptake in two university groups of third year political science students and addresses the implications of using an authentic audiovisual material as an input text for an ESP course. The procedure of intentional vocabulary learning involved pre-teaching of lexical items and explicitly informing the students they would have to use the vocabulary in a following productive activity (writing an essay), while the incidental uptake took place in the course of self-study where the students had to watch an authentic audiovisual recording and then write an essay on the subject discussed in the video. The case study employed a quantitative research method to calculate the amount of the target words and collocations used in the written output, and a qualitative method to assess the accuracy of their usage. Two months later a delayed posttest was done to check the students’ productive knowledge of the target lexis form. The experiment correlated withoutput-and involvement load hypotheses, and had to assess the effect of a text-based output on learning outcomes, as well as observe how applicable is the involvement load hypothesis to analysing the students’ self-study strategies. The study showed that the intentional mode of learning outperformed the incidental acquisition by over 20% and suggested what factors may have enhanced the scope of the ESP vocabulary retention. Further studies could concentrate on evaluating ESP learners’ both productive and receptive target vocabulary competence over a longer-term perspective.  \nKeywords: ESP; political science; intentional vs incidental vocabulary uptake; involvement load; audiovisual input; vocabulary acquisition.  \nIntroduction  \nDue to the importance of solid vocabulary knowledge for successful mastery of a foreign language, the mechanisms of L2 vocabulary retention have been researched from various perspectives. The studies have focused on retention rates in intentional and incidental acquisition, various forms of input materials, and factors that may influence learning gains. It has generally been accepted that to be effective vocabulary learning strategies should have an explicit component, while vocabulary input materials are expected to have a number of characteristics which would stimulate learners to notice new lexical items, retrieve them and stimulate their further productive usage, but also raise students’ interest and involve them into cognitive processing of new words and multi-word units. At the same time current studies, especially in the realm of English for Specific Purposes (ESP), have mainly concentrated on reading texts as the main source of new vocabulary input, leaving aside a mass of audiovisual materials (particularly unadapted ones, i.e., not accompanied with subtitles or transcripts) which recently have gained enormous popularity with learners, who often benefit from them as a source of incidental vocabulary learning. Another understudied area of vocabulary acquisition remains incidental uptake of collocations, with no agreement as for the factors that may enhance their retention.  \nAlthough it is a universal L2 teaching axiom that vocabulary knowledge is “fundamental to all language use”(Schmitt et al., 2017, p.213),“major goal in most teaching programmes”(Thornbury, 2006, p. 240), and“should figure high on language learners’ and teachers’ agendas”(Nguyen & Boers, 2018, p. 5), it is even more so for ESP learners, whose command of L2 subject matter terminology is viewed as a sign of their overall professional competency.  \nA common approach in ESP courses to enhance th","cbCainHKjI8Cmbx9","https://ap.wps.com/l/cbCainHKjI8Cmbx9","pdf",479952,"English","# Introduction\n# Intentional vs incidental vocabulary acquisition\n# ESP courses and authentic audiovisual input\n# Prior research and gaps\n# Research design and methodology\n## Learning conditions (intentional and incidental)\n## Measures and delayed posttest\n## Data analysis and hypotheses\n# Results and implications\n# Future research directions","[{\"question\":\"How did the study implement intentional vocabulary learning?\",\"answer\":\"Students received pre-teaching of lexical items and were explicitly told they would need to use the vocabulary in a following productive activity (an essay).\"},{\"question\":\"What led to incidental vocabulary uptake in the experiment?\",\"answer\":\"Incidental uptake occurred during self-study where students watched an authentic audiovisual recording and then wrote an essay about the subject discussed in the video.\"},{\"question\":\"How were students’ vocabulary gains measured and checked over time?\",\"answer\":\"A quantitative approach calculated the amount of target words and collocations used in written output, while a qualitative method evaluated accuracy. A delayed posttest was conducted two months later to assess productive knowledge of the target lexis.\"}]","INTENTIONAL VS INCIDENTAL ESP VOCABULARY ACQUISITION BY POLITICAL SCIENCE STUDENTS | PDF",1792066197,25]