Expanding Lexical Resources Through Incidental Acquisition In High School English Reading Teaching

Xinyi Zhao; Minlin Wen

doi:10.63313/EH.9076

Authors

Xinyi Zhao School of Foreign Languages, China West Normal University, Nanchong 637009, China Author
Minlin Wen School of Foreign Languages, China West Normal University, Nanchong 637009, China Author

DOI:

https://doi.org/10.63313/EH.9076

Keywords:

Incidental Acquisition, Lexical Resources, Graded Reading

Abstract

This paper addresses the persistent dilemma in EFL vocabulary teaching: the tension between efficient explicit instruction and sustainable implicit acquisition. Moving beyond merely advocating for incidental acquisition, it proposes a theoretically synthesized, three-phase instructional model that strategically orchestrates explicit and implicit learning. Drawing on theories of comprehensible input and information processing, this model uses textbooks to anchor themes, graded readers to provide contextual variety, and light-touch output tasks to enhance cognitive depth. Crucially, the paper argues that for Chinese learners, the key to effective incidental acquisition lies not in massive input alone, but in structured recycling across thematically linked contexts and output tasks calibrated to manage L1-induced cognitive load. This approach offers a pragmatic pathway to transcend the textbook-bound lexicon, fostering deeper lexical development while engaging learners authentically.

References

[1] Barcroft, J. (2019). Key Issues in Teaching Single Words[J]. In: Webb S, editor. The Routledge Handbook of Vocabulary Studies. London: Routledge, 2019. p. 479–492.

[2] Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context [J]．Reading Research Quarterly, 20(2): 233－253.

[3] Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes[J]. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). Academic Press.

[4] Krashen, S. (1988). Second Language Acquisition and Second Language Learning[M]. Prentice Hall

[5] Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement[J]. Applied Linguistics, 22(1), 1-26.

[6] Nation, I. S. P. (2001). Learning vocabulary in another language[M]. Cambridge University Press.

[7] Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge[J]. Studies in Second Language Acquisition, 27(1), 33-52.

[8] Thornbury, S. (2002). How to teach vocabulary[M]. Pearson Education.

[9] Bolger, D., et al. (2008). Context variation and definitions in learning the meanings of words: An instance-based learning approach [J]. Discourse Processes 45(2): 122-159.

[10] Burnett, F. H. (2022). The Secret Garden [M](C. West, Retold; Z. Zheng, Trans.). Foreign Language Teaching and Research Press.

[11] Schmitt, N. 2010. Researching Vocabulary: A Vocabulary Research Manual[M]. Basingstoke: Palgrave Macmillan.

[12] Richards, J., J. Platt & H. Weber. (1986). Longman Dictionary of Applied Linguistics[M]. London: Longman.

[13] Ministry of Education of the People's Republic of China. (2018). English Curriculum Standards for Senior High Schools (2017 Edition) [M]. Beijing: People's Education Press.

[14] Huang, L. P., & Shu, Y. (2020). Current situation, problems and prospects of English vocabulary teaching in China [J]. Foreign Language Research, (1), 70–74.

[15] Jing, X. C. (2018). A teaching model for addressing implicit problems in senior high school students' English vocabulary memorization [J]. Teaching and Research in Primary and Secondary School English, (9), 35–39.

[16] Zhou, D. M. (2008). A Study of Junior High School English Vocabulary Teaching Models Based on Information Processing Theory [D]. Nanjing Normal University.

[17] Chen, L., & Greenall, S. (2019). New Standard English for China: Student’s Book 1 (Compulsory Course) [M]. Beijing: Foreign Language Teaching and Research Press.

[18] Zhang, Y. (2022). An Analysis and Evaluation of Curriculum Content in the Compulsory Senior High School English Textbooks Published by FLTRP Based on the English Curriculum Standards for Senior High Schools [D]. Shanghai Normal University.

[19] Wang, P. (2012). Promoting English reading instruction through graded reading [J]. Foreign Language Teaching in Schools (Secondary Edition), 35(7), 8–13.

[20] Pan, L. (2019). A Study on Extracurricular Classic Reading Practices in Junior High School English Teaching Based on Core Competencies [D]. Shandong Normal University.

[21] Gu, F. (2022, October 12). Transforming and renewing oneself through change [N]. China Reading Weekly, p. 8.

[22] Li, X., & Lei, L. (2021). The effects of output tasks on incidental vocabulary acquisition in English reading: A meta-analysis of domestic studies [J]. Journal of PLA University of Foreign Languages, 44(6), 18–26.

[23] Jing, J. (2018). An Exploration of Explicit and Implicit Vocabulary Cognitive Processes in Second Language Incidental Vocabulary Acquisition in the Chinese Context [D]. Shanghai International Studies University.

[24] Zhang, J. L., & Zhang, Z. Y. (2022). Integrating incidental vocabulary acquisition into senior high school English reading instruction [J]. Foreign Language Teaching in Schools (Secondary Edition), 45(3), 8–13.