Abstract This study compares incidental vocabulary learning in reading-while-listening and reading-only conditions. Using both offline and online outcome measures, I assessed explicit form and meaning knowledge and the lexicalization of new words. I also explored how L2 listening and reading proficiency moderated learning gains in the two treatment conditions. L2 learners first read or read-while-listened to four short stories in English for meaning, with embedded target vocabulary items. They then completed surprise vocabulary posttests in the order of a form priming lexical decision task, a form recognition test, a form-meaning connection test and a semantic priming lexical decision task. Results showed that while the reading-while-listening group outperformed the reading-only group in recognizing the form and meaning of the target vocabulary, neither group fully lexicalized the new words, which was crucial for fluent lexical retrieval. L2 listening and reading proficiency affected learning from reading-while-listening and reading-only differentially: the reading-while-listening group was negatively affected by L2 reading proficiency when controlling for listening proficiency while performance of the reading-only group was not predicted by L2 proficiency. Implications for the use of bimodal input in incidental vocabulary learning are discussed.

中文翻译：

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比较从只读和边听边读中附带的词汇学习

摘要 本研究比较了边听边读和只读条件下的偶然词汇学习。使用离线和在线结果测量，我评估了明确的形式和意义知识以及新词的词汇化。我还探讨了 L2 听力和阅读能力如何调节两种治疗条件下的学习成果。L2 学习者首先阅读或边听边读的四个英文短篇小说，以了解其含义，并嵌入了目标词汇项目。然后，他们按照形式启动词汇决策任务、形式识别测试、形式意义连接测试和语义启动词汇决策任务的顺序完成了惊喜词汇后测。结果表明，边听边读组在识别目标词汇的形式和意义方面优于只读组，两组都没有完全词汇化新词，这对于流畅的词汇检索至关重要。L2 听力和阅读能力对边听边读和只读学习的影响存在差异：在控制听力能力时，边听边读组受到二语阅读能力的负面影响，而仅阅读组的表现则没有被预测L2 熟练度。讨论了在附带词汇学习中使用双模态输入的含义。在控制听力水平时，边听边读组受到二语阅读能力的负面影响，而阅读组的表现不受二语水平的预测。讨论了在附带词汇学习中使用双模态输入的含义。在控制听力水平时，边听边读组受到二语阅读能力的负面影响，而阅读组的表现不受二语水平的预测。讨论了在附带词汇学习中使用双模态输入的含义。