| EFL learners and instructors in China frequently encounter a dilemma: vocabulary is vast, whereas class time is limited. Recent researches show incidental vocabulary acquisition (IVA) may be a solution to this dilemma. However, there exists great individual difference in IVA: some learners benefit from IVA, while others fail in attempt.To solve this problem and figure out the most robust factors influencing IVA performance, three reader variables are identified based on literature review, i.e., reading proficiency, sight vocabulary and content schema; and an investigation is conducted to search for their different impacts, in which ninety-six non-English majors received reading comprehension test, sight vocabulary survey, content schema questionnaire and test of IVA gain and retention. After the analysis of the collected data by SPSS 10.0, the results manifest the robust effects of reading proficiency, moderate impact of sight vocabulary and inconsistent effect of content schema on IVA. It is thus suggested that individual difference in IVA is largely caused by the difference in reading ability and previous vocabulary knowledge. Therefore, to foster learners' IVA ability, EFL teachers need to help students develop independent reading strategies for IVA, provide material suitable to students' level and enrich their background knowledge.
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