In both first and second language learning, learners mainly acquire vocabulary in two ways: explicit vocabulary learning and incidental learning through reading.
无论是第一语言还是第二语言，人们学习词语的途径主要有两种：专门的词语教学和阅读中的伴随性习得。
This paper dwells on the necessity and limitations of incidental learning of L2 vocabulary based on the theory of depths of processing proposed by Craik and Lockhart.
本文以认知加工层次理论为理论框架，对二语词汇伴随性学习的必要性和局限性进行了详尽的阐述。
To learn how to learn is to learn how to use your "mind", turning incidental learning into intentional learning, in the direction of learning which will benefit both mankind and society.
学会学习就是学会用“心”，把无意学习变为有意学习，向着与社会与人类有益的方向去学习。
This empirical study has investigated the effects of the incidental learning and intentional learning on vocabulary retention.
本次实证研究在于比较词汇伴随学习和有意学习对词汇记忆的影响。
Most previous second language vocabulary acquisition research has focused on incidental learning, and yet little is known about intentional learning.
二语词汇习得研究多关注二语学习者的顺带词汇学习，而二语学习者的刻意学习少有提及。
Most previous second language vocabulary acquisition research has focused on incidental learning, and yet little is known about intentional learning.
二语词汇习得研究多关注二语学习者的顺带词汇学习，而二语学习者的刻意学习少有提及。
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