The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

Through the introduction of different dimensions of vocabulary knowledge, depths and breadth dimensions, various studies attempted to examine numerous effective factors on these dimensions. The present study aimed to show the effects of different vocabulary learning styles through extensive and intensive reading programs on depth and breadth aspects of vocabulary knowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translation in Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on their level of language proficiency, Michigan English Placement Test was administered. Then, in order to homogenize the participants, the mean and standard deviation of participants' scores were measured and the number of participants reduced to 35. The ultimate subjects' scores on the reading comprehension items of MEPT show that they are all at the intermediate level of reading ability. Participants were randomly divided into three experimental groups: two groups were in the extensive reading program with different form-focused and meaning-focused tasks as incidental vocabulary learning style. The third group was in the intensive reading program as intentional vocabulary learning style. Participants in these experimental groups read long stories or passages with about 2000 to 4000 words per week with ten goal-oriented words. After 8 weeks, the Word Associates Test (WAT) and Vocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also, determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results of Paired-samples and Independent T-tests revealed that both the incidental and intentional groups developed in the period between the pre- and post-test. Furthermore, the findings indicated that learners' depth and breadth dimensions of their vocabulary knowledge surpassed more in the incidental learning in the form of ER program than in the intentional learning in the form of IR program. Moreover, learners' depth and breadth dimensions of vocabulary knowledge enhanced when they worked with form-focused tasks.