The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

Oct 15, 2026

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This study examines how vocabulary learning styles influence the depth and breadth dimensions of vocabulary knowledge through extensive and intensive reading programs. Participants were 45 sophomore English language teaching and translation students, later reduced to 35 after Michigan English Placement Test placement. Two groups received extensive reading with form-focused and meaning-focused tasks as incidental learning, while a third group completed intensive reading as intentional learning. After eight weeks, Word Associates Test and Vocabulary Knowledge Scale results showed both groups improved, with incidental learning and form-focused tasks yielding stronger gains across dimensions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

1. Introduction

Vocabulary knowledge and SLA

Extensive vs. intensive reading

2. Review of Literature

Incidental and intentional vocabulary acquisition

Anatolian Journal of Education e-ISSN: 2547-9652 ● [www.e-aje.net](www.e-aje.net) The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge Seyyed Rasool Mirghasempour Ahmadi Allameh Mohaddes Nouri University, Noor, Iran, [rasoolmirghasempoor@gmail.com](rasoolmirghasempoor@gmail.com) Abstract Through the introduction of different dimensions of vocabulary knowledge, depths and breadth dimensions, various studies attempted to examine numerous effective factors on these dimensions. The present study aimed to show the effects of different vocabulary learning styles through extensive and intensive reading programs on depth and breadth aspects of vocabulary knowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translation in Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on their level of language proficiency, Michigan English Placement Test was administered. Then, in order to homogenize the participants, the mean and standard deviation of participants’ scores were measured and the number of participants reduced to 35. The ultimate subjects’ scores on the reading comprehension items of MEPT show that they are all at the intermediate level of reading ability. Participants were randomly divided into three experimental groups: two groups were in the extensive reading program with different form-focused and meaning-focused tasks as incidental vocabulary learning style. The third group was in the intensive reading program as intentional vocabulary learning style. Participants in these experimental groups read long stories or passages with about 2000 to 4000 words per week with ten goal-oriented words. After 8 weeks, the Word Associates Test (WAT) and Vocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also, determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results of Paired-samples and Independent T-tests revealed that both the incidental and intentional groups developed in the period between the pre- and post-test. Furthermore, the findings indicated that learners’ depth and breadth dimensions of their vocabulary knowledge surpassed more in the incidental learning in the form of ER program than in the intentional learning in the form of IR program. Moreover, learners’depth and breadth dimensions of vocabulary knowledge enhanced when they worked with form-focused tasks. Keywords: Vocabulary knowledge, Incidental/Intentional learning, Intensive/Extensive reading Ahmadi 63 1. Introduction Vocabulary knowledge has a significant role in SLA (Schmidt, 2008) . Although, several factors can effect on the vocabulary learning (de Groot, 2006) such as the degree of involvement (Hulstijn & Laufer, 2001), repetition and usage of the words, and the most important; a way of acquisition. Hence, finding the most beneficial way to promote vocabulary knowledge and improve direct instruction of foreign language vocabulary have become main issues in the domain of foreign language teaching and learning (Kawauchi, 2005) . Reading as one of the most valuable and encouraging skills in SLA serves an important way in learning new foreign language vocabularies. This skill helps language learners in their vocabulary learning in two ways; first, learners while reading new texts will find out that there are some words which they do not know their meanings. So, it motivates learners and spurs their curiosity to look up these words in their dictionaries and the final outcome will be broad vocabulary knowledge. Second, reading is an effective tool for recalling and retention of previously memorized words which provides more mental capacity for learning new words. These two notable characteristics of reading make it more appealing and enjoyable for foreign language learners.

FAQs

What is the main objective of the study?

To determine the effects of incidental versus intentional L2 vocabulary learning styles, implemented through extensive and intensive reading programs, on the depth and breadth dimensions of vocabulary knowledge.

How were participants organized for the vocabulary learning treatments?

After placement using the Michigan English Placement Test, students were randomly assigned into three experimental groups: two extensive reading groups with different form-focused/meaning-focused tasks and one intensive reading group representing intentional learning.

Which group showed stronger improvement in vocabulary knowledge dimensions?

Both incidental and intentional groups improved from pre- to post-test, but depth and breadth gains were greater in incidental learning through extensive reading than in intentional learning through intensive reading.

Oct 15, 2026

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