The Importance Of Incidental Vocabulary Learning

Vocabulary learning is an indispensable process for ESL learners to acquire proficiency and competence in target language. Word power facilitates fluent speaking and effective writing. It substantiates both: learners’ acquisition of knowledge and production of knowledge. It enriches learners' integrated language skills such as listening, speaking, reading and writing. Among the early studies of vocabulary acquisition in the first language (e.g., Boettcher, 1980; Carey, 1982; Clark, 1973; Dale, O' Rourke, &Bamman, 1971; Deighton, 1959; Eichholz&Barbe, 1961; Gentner, 1975), the study by Nagy et al. (1985) is particularly significant. In the course of their research they developed a methodology for measuring small gains in vocabulary knowledge.

It involves learners' ability to guess the meaning of new words from the contextual clues. Incidental learning occurs more particularly through extensive reading in input-rich environments, albeit at a rather slow rate (Coady, J 2001). According to Harmer (2003), Nation (2001), extensive reading is a pleasurable reading situation where a teacher encourages students to choose what they want to read for themselves from reading materials at a level they can understand. Karashen's (2003) comprehension hypothesis claimed that comprehensible input is a necessary and sufficient condition for language development and extensive reading programs aim to develop reading fluency, and reading skills in general , while at the same time consolidate knowledge of previously met grammatical structures and vocabulary. Other studies have emphasized benefits such as increased motivation to learn the new language and renew confidence in reading (e. g., Brown, 2000; Waring&Takaki, 2003). In a further study conducted by Horst (2005), a modified vocabularyknowledge scale, immediate post-test measure indicated that of 35 new words available for learning in self-selected graded reading materials, 18 words were learned: a gain of 51