The Influence of Incidental and Intentional Vocabulary Acquisition and Vocabulary Strategy Use on Learning L2 Vocabularies

This study is an attempt to investigate the role of incidental and intentional vocabulary acquisition in addition to the influence of language learning strategy: namely, the use of vocabulary strategy by Iranian EFL learners in learning new vocabularies. Accordingly, this study is two-faceted. First, Part A examines the difference between different modes of presentation, incidental and intentional learning of new vocabularies (i.e., incidental, etymology-based intentional, and meaning-based intentional), and acquisition of new vocabularies. Part B investigates the impact of the use of language learning strategies-in this case vocabulary and reading strategy use using The Language Strategy Use Inventory-on the learning of new vocabularies. Part A, studying the influence of incidental as opposed to intentional presentation and acquisition of vocabularies, involved 30 students (i.e., 26 males and 4 females). Part B of the study, investigating the role of vocabulary learning strategy use, involved 59 students (i.e., 49 males and 10 females). The results of Part A shown by t-test indicate that, as far as performance of the students on a test of vocabulary acquisition is concerned, there is no significant difference between the two modes-incidental and intentional learning. However, for the same part, linear regression proved that among the vocabularies presented through different modes of presentation, it is vocabularies learned through meaning-based intentional mode that is the most predictive of the performance of the students on a test of vocabulary acquisition. Moreover, as for part B, the study found that there is a positive, but weak, correlation between the students' vocabulary strategy usemeasured by students filling out a self-report questionnaire entitled The Language Strategy Use Inventory developed by Cohen, A, Oxford, L. R, and Chi. J. -and their learning of new vocabularies. Finally, the findings of part B of the study indicate that, as the degree to which the students' use of vocabulary strategy use increases, so does their use of reading strategy use.