Intentional And Incidental Learning: A Survey Of EFL Learners' Vocabulary Learning Modes

Vocabulary learning has been very hot in the field of second language acquisition since 1980s. Scholars home and abroad have done quite a few research on vocabulary learning and its strategy. However, their studies focus on theoretical research. Furthermore the input hypothesis is widely acknowledged by western scholars that most vocabulary items are acquired incidentally. As to the question whether L2 vocabulary are gained through intentional or incidental learning, researchers hold different opinions on this. Therefore, this thesis is a survey to Chinese EFL learners' vocabulary learning modes under the classroom setting. It aims to find out the main vocabulary learning mode used by Chinese EFL learners. The research question in this thesis is which vocabulary learning mode is more frequently used by Chinese EFL learners, intentional or incidental learning.The subjects are 810 English majors from a university in Hunan Province. The research instruments are vocabulary learning mode questionnaire, vocabulary levels test, and individual interview to investigate the main vocabulary learning mode by Chinese EFL learners. According to the achievements of a vocabulary levels test, subjects were assigned to three different vocabulary levels (intermediate, lower high, upper high level) to further investigate the strategy use by different vocabulary levels.The description of the results is given as follows:(1) Intentional vocabulary learning mode is more frequently used by subjects at three different vocabulary levels than incidental vocabulary learning mode, which shows counter evidence to incidental learning hypothesis.(2) With the increase of vocabulary level, the percentage of incidental learning also increases gradually. Specifically, intermediate subjects mainly use intentional learning, such as rote memorization and scarcely use incidental learning. Learners at lower high and upper high level use more strategies, both in intentional learning and incidental learning. The latter uses more learning strategies than the other two.(3) The present study shows 5000 word-level to be the base line for learners to start incidental learning.Based on the results, pedagogical implications are proposed. English learners should combine the two learning modes scientifically. Intermediate learners should use intentional learning supplemented by incidental learning. Lower high learners should switch from intentional learning supplemented by incidental learning to incidental learning supplemented...