Researching Incidental Vocabulary Learning in a Second Language

November 2025 – Volume 29, Number 3

https://doi.org/10.55593/ej.29115r1

Researching Incidental Vocabulary Learning in a Second Language
Authors:	Mark Feng Teng & Barry Lee Reynolds (Eds.) (2024)
Publisher:	Routledge
Pages	e-ISBN	Price
pp. xxi + 234	978-1032219868	$52.99 U.S. (paper)

First language (L1) vocabulary is typically acquired over many years of exposure to spoken and written language. In contrast, second language (L2) learners acquire vocabulary differently, as they often lack the same opportunities for extensive and natural exposure. Vocabulary learning is generally classified into two approaches: “intentional” and “incidental” (Webb, 2020). Intentional learning occurs when learners consciously focus on acquiring new language features. In contrast, incidental vocabulary learning takes place unintentionally, as a by-product of engaging in activities such as reading news articles, watching TV programs, and listening to songs. Given that it is impossible to provide explicit instruction for every vocabulary item in class, incidental learning plays a crucial role in the success of L2 learners. To date, most studies on incidental vocabulary learning in L2 have focused primarily on reading (Pellicer-Sánchez & Schmitt, 2010), and a growing body of research has begun to explore aural input and audiovisual materials (Peters & Webb, 2018). However, the extent to which vocabulary is acquired incidentally varies considerably across studies. These discrepancies are likely attributable to differences in participant characteristics, research methodologies, and treatment conditions. Therefore, research design and methods should be carefully considered, and the results of such studies should be interpreted with caution. In response to the growing research on incidental vocabulary acquisition, the recently published book Researching Incidental Vocabulary Learning in a Second Language edited by Mark Feng Teng and Barry Lee Reynolds provides an overview of the research of incidental vocabulary learning, including both traditional and newly introduced methodologies, results, and pedagogical recommendations for incidental vocabulary learning in instruction based on the synthesis of the previous research.

This edited volume consists of thirteen chapters across four sections and primarily features survey articles that synthesize existing research, along with two chapters that propose empirical studies. Part I (Pedagogy) opens with two chapters focusing on incidental vocabulary learning through extensive reading and audiovisual input. Chapter 2 by Paul Nation and Rob Waring addresses the essential question of whether learners truly acquire vocabulary through reading. The authors discuss the amount of reading, the mechanism by which learners acquire vocabulary, and the concept of learnability. Chapter 3 by Maribel Montero Perez, Tetyana Sydorenko, and Lizz Huntley analyzes the methodology of 14 studies on vocabulary learning from audiovisual input, highlighting the role of test modality, such as meaning recognition or providing written form, in evaluating audiovisual input. Part II (Methodology) consists of four chapters detailing methodologies for conducting studies on incidental vocabulary learning. It provides a wide range of methodological guidance, including cognitive and behavioral approaches. For example, Chapter 5 by Kathy Conklin, Ana Pellicer-Sánchez, and Manuel F. Pulido discusses advanced methods such as behavioral response times, eye-tracking, and electroencephalography/event-related potentials (EEG/ERP). The authors explore the benefits and limitations of eye-tracking technology in vocabulary development. Chapter 6 by Suhad Sonbul and Anna Siyanova-Chanturia presents practical guidance in methods to explore the incidental learning of multiword expressions, and the authors highlight the importance of appropriate statistical analysis to interpret results accurately. Part III (Individual differences) includes three chapters that explore individual differences in incidental vocabulary learning. Chapter 9 by Mark Feng Teng and Takumi Uchihara addresses key individual difference factors that influence incidental vocabulary learning, such as prior vocabulary knowledge, language aptitude, and working memory. Part IV (Future directions) concludes the volume with three chapters, guiding meta-analysis studies, discussing the difference between incidental and intentional vocabulary learning, and identifying key areas for future research.

The book is well-organized with a clear and logical structure and offers an overview of incidental vocabulary learning in L2 contexts. Each chapter follows a reader-friendly and consistent structure, including an introduction, discussion of critical issues, methodological guidance, and design of a future study. Chapters 2 and 3 in Part I are particularly informative and applicable to instructional contexts, focusing on incidental vocabulary learning through extensive reading and audiovisual input. It is especially valuable for readers intending to research vocabulary acquisition, as it deepens their understanding of foundational research methods and their applications in this field. They address both written and audiovisual input sources in L2 pedagogy. In addition to presenting research findings, they provide several practical recommendations, such as the importance of balancing meaning-focused input, ensuring the quality of input materials, and incorporating graded readers to support vocabulary control and reading comprehension. In addition, Part III is especially valuable for language teachers, as it deepens understanding of the learner variables that can affect vocabulary learning outcomes. For instance, while readers might expect all learners to benefit from extensive reading to some extent (as suggested in Chapter 2), Part III reminds readers that vocabulary gains may vary depending on factors such as language aptitude and working memory capacity. Understanding these individual differences is essential for tailoring vocabulary instruction to meet learners’ diverse needs.

Although this edited volume effectively addresses both text-based and audiovisual input for incidental vocabulary learning, the activities discussed in this book, which focus on incidental vocabulary learning, are somewhat limited in scope. The volume could have addressed a broader range of instructional contexts. For instance, approaches like CLIL (Content and Language Integrated Learning) and EMI (English-Medium Instruction) naturally facilitate vocabulary development. Additionally, more attention could be given to multimedia and interactive digital activities, considering the evolving learning environments of today’s learners. Platforms such as video games, social media, YouTube, TikTok, and Instagram have become increasingly popular tools for L2 learning due to their accessibility and affordability. Including activities such as social networking and online gaming, which involve integrated use of reading, listening, speaking, and writing skills, could significantly enhance the book’s relevance. These platforms also offer significant potential to sustain learner motivation, especially among younger audiences.

Despite these weaknesses, the book is well-structured and offers pedagogical strategies and methodological insights which are grounded in theory and prior research. This book is primarily intended for graduate students and researchers, but it also offers valuable insights for language teachers. This book brings pedagogical strategies, grounded in theoretical and prior research, for incorporating incidental vocabulary learning into L2 contexts. It specifically guides teachers on selecting materials and developing teaching and assessment tasks through extensive reading and audiovisual resources.

About the Reviewer

Chiho Young-Johnson is a PhD student in the Department of Applied Linguistics & ESL at Georgia State University. Her research interests include second language assessment, second language acquisition, and corpus research. ORCID ID: 0009-0006-7303-8589 <ctakeda1@gsu.edu>

To Cite this Review

Young-Johnson, C. (2025). [Review of the book Researching Incidental Vocabulary Learning in a Second Language by Mark Feng Teng & Barry Lee Reynolds (Eds.)]. Teaching English as a Second Language Electronic Journal (TESL-EJ), 29 (3). https://doi.org/10.55593/ej.29115r1

References

Pellicer-Sánchez, A., & Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do things fall apart? Reading in a Foreign Language, 22(1), 31–55.

Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551–577. https://doi.org/10.1017/S0272263117000407

Webb, S. (2019). The Routledge handbook of vocabulary studies. Routledge. https://doi.org/10.4324/9780429291586

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