ABSTRACT
This chapter attempts to obtain a more nuanced comparison between intentional and incidental vocabulary learning by examining the vocabulary learning results of an intentional learning task and two incidental learning tasks different in involvement loads. Word list learning should be adopted with caution for second language vocabulary learning purposes since the retention of vocabulary learning can be a serious problem. The word list learning and sentence writing groups were provided with the same word list, but students in the former group were informed of upcoming vocabulary tests whereas students in the latter group were not. The glossed reading group was provided with a glossed reading passage and reading comprehension questions. The glossed reading group answered ten comprehension questions following the text. With decreases by 63% and 73% in receptive and productive vocabulary knowledge, respectively, the intentional learning group experienced slightly more serious attrition of vocabulary knowledge than did the two incidental learning groups.
