This study investigated incidental learning of single-word items and collocations through listening to teacher talk. Although there are several studies that have investigated incidental vocabulary learning through listening, no intervention studies have explicitly investigated the extent to which listening to teachers in a classroom context might contribute to vocabulary learning. The present study fills this gap. Additionally, the study explored the relationship between vocabulary learning gains and two factors: frequency of occurrence and first language (L1) translation. A meaning-recall test and a multiple-choice test were used to evaluate learning gains. The results indicated that (a) listening to teacher talk has potential to contribute to vocabulary learning of both single-word items and collocations, (b) using L1 translation to explain target word meanings contributed to larger gains on the immediate posttest, (c) frequency of occurrence was not a significant predictor of incidental vocabulary learning.

中文翻译：

---

听老师讲的附带词汇学习

本研究调查了通过听老师讲话偶然学习单个单词项目和搭配的情况。尽管有几项研究调查了通过听力的偶然词汇学习，但没有任何干预研究明确调查在课堂环境中听老师讲话对词汇学习的贡献程度。本研究填补了这一空白。此外，该研究探讨了词汇学习收益与两个因素之间的关系：出现频率和第一语言 (L1) 翻译。意义回忆测试和多项选择测试用于评估学习收益。结果表明，(a) 听老师的谈话有可能有助于单个单词项目和搭配的词汇学习，