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The study investigates incidental vocabulary acquisition during English natural reading through empirical research. First-year English major students from a university were selected as participants. They were tasked with reading simplified adaptations of Jane Austen's classic novels after class, divided into Groups A and B (Group A engaged in narrow reading, while Group B engaged in extensive reading). Both groups underwent vocabulary tests before and after the experiment. Through data analysis, this study reveals the impact of narrow reading and extensive reading on vocabulary acquisition when reading English simplified novels, as well as whether there are differences between extensive reading and narrow reading during the reading process. The conclusions of this research have implications for developing effective strategies for extracurricular English reading and fostering complete vocabulary acquisition among students.
Ximan Qin (Tue,) studied this question.