THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
30
INCIDENTAL VS. INTENTIONAL VOCABULARY LEARNING: WHAT
WORKS BEST FOR DIFFERENT LEARNERS?
Sayfutdinov Nurillo Fayzullo o‘g‘li
Mater’s degree student, Turan International University
Email: sayfutdinovnurillo4@gmail.com
https://doi.org/10.5281/zenodo.14053598
Keywords:
Vocabulary Acquisition, Incidental Learning, Intentional Learning, High School
Students, University Students, Blended Approach, Language Instruction.
Introduction.
This research examines the effectiveness of incidental versus intentional
vocabulary learning strategies among high school and university students.
Vocabulary acquisition is critical for language development, impacting both
academic success and communication skills. Incidental learning occurs naturally
through context, like reading and listening, while intentional learning involves
focused activities such as using flashcards or vocabulary lists. While both
methods offer distinct benefits, they also present challenges depending on
learners' proficiency and educational contexts. The study highlights the
potential of a blended approach, integrating both strategies to optimize
vocabulary acquisition. Through interviews with educators and an experimental
study with student participants, this research aims to provide insights for
developing more effective vocabulary instruction.
Literature Review:
The ongoing debate between incidental and intentional vocabulary learning
remains a key topic in language acquisition research, with scholars examining
which method is most effective under different learning conditions. This
extended literature review not only delves deeper into both approaches but also
looks at how these methods can be integrated to optimize vocabulary learning
outcomes, especially for high school and university students.
Incidental Vocabulary Learning
Incidental vocabulary learning refers to the process of acquiring vocabulary
indirectly, typically through exposure to language in meaningful contexts
without explicit focus on the words themselves (Laufer & Hulstijn, 2001). A
common mode of incidental learning occurs through extensive reading, where
learners encounter unfamiliar words while engaging with texts for meaning
rather than word mastery (Horst, 2005). This form of learning is natural and
arguably reflects the way native speakers acquire their first language. According
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
31
to Nation (2001), incidental vocabulary learning fosters fluency by allowing
learners to encounter high-frequency words in diverse contexts, which
promotes a deeper, more intuitive understanding of word usage.
One significant advantage of incidental learning is that it mirrors authentic
language use, making the vocabulary learned more contextually relevant and
likely to be used in real-life situations (Grabe & Stoller, 2002). Studies by
Swanborn and de Glopper (1999) suggest that learners who engage in reading-
based incidental learning not only expand their vocabulary but also develop
better reading comprehension skills. Horst (2005) further supports this by
demonstrating that repeated exposure to words in different contexts leads to
stronger connections in memory, facilitating retention.
However, incidental learning does have its limitations. It tends to prioritize
high-frequency vocabulary that is encountered repeatedly in natural contexts.
For lower-frequency or specialized vocabulary, incidental learning can be
insufficient because such words may not appear frequently enough in daily
language exposure (Swanborn & de Glopper, 1999). This can result in
incomplete or shallow knowledge of words, especially those that are abstract or
technical in nature. Moreover, while learners may notice and remember words
incidentally, they often struggle to retain and activate these words in their own
speech or writing without additional learning strategies (Laufer & Hulstijn,
2001).
In this sense, incidental vocabulary learning might not be enough for
students who require mastery of academic, professional, or discipline-specific
vocabulary. As suggested by Nagy et al. (2006), while incidental learning can
contribute to an overall expansion of vocabulary, it is not always sufficient for
learners who need targeted vocabulary for specific purposes, such as academic
essays or specialized fields of study.
Intentional Vocabulary Learning
Intentional vocabulary learning, on the other hand, involves explicit efforts
to learn vocabulary, typically through structured activities such as word lists,
flashcards, or vocabulary exercises. This approach allows learners to focus on
individual words, ensuring they acquire specific language items in a systematic
way. Researchers such as Schmitt (2008) and Coxhead (2000) highlight that
intentional vocabulary learning is particularly useful for mastering academic or
technical vocabulary, where precision and understanding of specialized terms
are essential.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
32
Intentional vocabulary learning is praised for its depth and precision. By
consciously focusing on particular words, learners can engage in deliberate
practice, reviewing, and reinforcing their knowledge through various strategies
such as spaced repetition and mnemonic techniques (Schuetze, 2015). Spaced
repetition, in particular, has been shown to significantly improve long-term
retention, as it systematically revisits words over time, strengthening memory
(Schuetze, 2015).
This method is especially beneficial for learners who are preparing for
exams, writing academic papers, or engaging in specific professional domains, as
it ensures they acquire a deep, multifaceted understanding of the vocabulary
(Schmitt, 2008). For example, university students studying fields like medicine,
law, or engineering require specialized vocabulary that incidental learning may
not adequately cover (Coxhead, 2000). Intentional learning allows learners to
target such vocabulary directly, ensuring they gain mastery over the terms
necessary for academic success.
However, intentional learning also faces criticism, particularly in how it
isolates vocabulary from real-world contexts. As Schmitt & Schmitt (2020) note,
vocabulary learned in isolation, such as through lists or flashcards, may not
transfer effectively to real-life communication. This can result in learners
acquiring words that are technically correct but are rarely used in authentic
situations, limiting their practical utility. Additionally, intentional vocabulary
learning is time-consuming, requiring students to commit to structured study
routines that may feel disconnected from the more dynamic, interactive nature
of language use.
Despite these challenges, intentional learning remains a cornerstone of
vocabulary acquisition for students who require a specific set of words for
academic or professional purposes. Hulstijn (2001) argues that intentional
learning is essential for consolidating vocabulary knowledge and ensuring that
words are fully processed and retained in long-term memory.
Integrating Incidental and Intentional Learning
Given the strengths and limitations of both approaches, many scholars
argue that a combination of incidental and intentional learning offers the most
comprehensive method for vocabulary acquisition. According to Ellis (2005),
blending these two strategies allows learners to benefit from the natural
exposure provided by incidental learning while also ensuring the focused, deep
processing offered by intentional learning. This combined approach is
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
33
particularly effective in addressing the diverse needs of learners at different
proficiency levels.
The blending of methods can be implemented in various ways. For instance,
extensive reading programs that encourage learners to read a wide range of
texts can be paired with intentional vocabulary exercises that target key terms
from the reading materials. This ensures that learners encounter words in
context (via incidental learning) while also reinforcing their knowledge through
structured practice (via intentional learning) (Brown & Larson-Hall, 2012).
Additionally, blending methods allows for the reinforcement of vocabulary
across multiple contexts. By encountering words in various forms—both in
authentic situations (through reading or listening) and in focused practice (such
as vocabulary drills)—learners can deepen their understanding of word
meanings and usage patterns. This approach has the potential to enhance both
vocabulary breadth (the range of words known) and depth (the understanding
of how words are used and their multiple meanings) (Horst, 2005).
Moreover, integrating both approaches supports different learning styles.
Some learners may benefit more from the naturalistic exposure of incidental
learning, while others may prefer the structure and focus of intentional
vocabulary exercises. A blended approach allows educators to cater to a wider
range of learner preferences, promoting greater engagement and effectiveness
(Schmitt, 2008).
Recent studies further highlight the value of integrated approaches. For
example, Webb and Chang (2012) found that a combination of extensive reading
and direct vocabulary instruction led to better retention and more efficient
acquisition of both high- and low-frequency vocabulary compared to using
either method in isolation. These findings suggest that incorporating both
incidental and intentional strategies can provide learners with a more balanced,
comprehensive vocabulary learning experience.
Furthermore, Craik and Lockhart's (1972) levels of processing theory
suggests that vocabulary learned deeply through meaningful exposure (as in
incidental learning) is more likely to be retained in memory. When this exposure
is complemented by the focused, systematic review provided by intentional
learning, learners are able to process words at both shallow and deep levels,
increasing their retention and activation of the vocabulary in diverse contexts.
Future Directions in Vocabulary Learning Research
While the blending of incidental and intentional learning is widely
advocated, further research is needed to determine the most effective methods
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
34
for integrating these approaches in classroom settings. For example, studies that
investigate the impact of different types of reading (e.g., extensive vs. intensive)
on incidental vocabulary acquisition and the role of technology in facilitating
blended learning would be beneficial. Digital tools, such as vocabulary learning
apps that combine spaced repetition with reading-based exercises, may offer
new opportunities for learners to engage with vocabulary in both incidental and
intentional ways.
Moreover, there is a need for more research on how learners can actively
engage with incidental vocabulary outside the classroom. For instance, task-
based learning, which involves authentic communication tasks, could provide
opportunities for incidental vocabulary learning in real-world contexts. By
combining such tasks with intentional vocabulary exercises, learners may be
able to acquire new words that are both contextually relevant and deeply
processed, improving their ability to retain and use vocabulary effectively.
Conclusion
In summary, the comparative analysis of incidental and intentional
vocabulary learning methods reveals important insights into effective
vocabulary acquisition for high school and university students. Both approaches
present unique advantages: incidental learning fosters natural language
exposure, enhancing fluency and context-sensitive understanding, while
intentional learning facilitates targeted acquisition of vocabulary, especially
critical for academic success. The study emphasizes the importance of
recognizing learners’ diverse needs and contexts, advocating for a blended
approach that effectively integrates both methods. By doing so, educators can
create more dynamic and engaging vocabulary instruction strategies that not
only improve language proficiency but also support students in mastering
essential vocabulary for academic and professional environments. Ultimately,
this research contributes to the broader field of language pedagogy, offering
practical recommendations for educators to enhance vocabulary acquisition and
promote lifelong language learning.
References:
1.
Brown, J. D., & Larson-Hall, J. (2012). Second Language Acquisition Myths:
Applying Second Language Research to Classroom Teaching. University of
Michigan Press.
2.
Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34(2),
213-238.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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3.
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for
memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-
684.
4.
Ellis, R. (2005). Principles of instructed language learning. System, 33(2),
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5.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A
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Hulstijn, J. H. (2001). Intentional and incidental second language
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