Is Second Language Reading Vocabulary Best Learned by Reading?

The role of vocabulary learning in reading has not received as much attention in second language research as other aspects of reading. Indeed, many reading textbooks currently on the market promote the view that vocabulary is best learned incidentally from the context while reading. This paper surveys both first-language and second language literature in order to show that, while theoretically sound, the notion that reading vocabulary may best be learned by reading is not supported empirically. As a result of these findings, increased research in vocabulary acquisition on the effectiveness of a variety of approaches for a variety of different levels is needed. With regard to practice, teachers need to focus on the specific needs of their learners rather than follow the approaches advocated by various textbooks - approaches which may not be empirically substantiated.