针对这种情况,有些学者另辟蹊径,研究词汇的附带习得(incidental vocabulary acquisition)。关于词汇附带习得定义目前还尚未形成统一说法。
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专注量高的学习任务比专注量低的学习任务更加有效地促进了词汇的附带习得。
Tasks with higher involvement load are generally more effective for IVA than tasks with lower involvement load.
近年来，在二语词汇习得领域，词汇的附带习得引起了广大研究者越来越多的兴趣。
In the last few years, incidental vocabulary learning (IVL) has become an increasingly interesting topic of discussion for researchers, teachers involved in second language vocabulary acquisition.
学习者自身的因素，譬如词汇量的大小，使用不同的学习策略，是否也对词汇附带习得起作用？
Do other factors, such as vocabulary size and learning strategies, have impact on IVA in the same reading task?
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