Abstract:
This study is an attempt to explore some aspects of distinction between incidental and intentional vocabulary learning among second and fourth year undergraduate students of English . This I because approach distinction is reliable of raising learners' competence to activate the d cognitive process of constructive learning rather than merely depending on the traditions of instructive learning . For this purpose , vocabulary achievement is devised to explain the distinctive nature of the two learning approaches as indicated by the results obtained from vocabulary test.
To achieve that goal , the combination of the experimental , descriptive and analytical approach to data is employed to see the extent to which the two learning approaches are distinct , but strongly related . A pre-test and a post-test with a mediating practical teaching experiment are used to prepare for and collect data on the nature of vocabulary achievement . Responses are elicited from two subject groups of variable levels of linguistic information , teaching techniques and learning strategies that is second year students receive no previous linguistic information. Scores are used to identify quantity and quality of vocabulary knowledge , learning measurement and the degree of reinforcement shared between the two approaches .
The findings reflects limited vocabulary achievement of significant variation with regard to obvious approach distinction . The incidental learners with a majority of (68%) appear to know more about vocabulary use whereas the intentional learners with an average of (58%) are observed to know more about vocabulary linguistic facts . This comes as a result of the direct norm of assessment available for incidental learners which is not the case for incidental learning as dominated by indirect measuring . Therefore , the study recommends that incidental learning should be given the chance to work in coincidence with intentional one so that the two approaches are clearly distinguished in aspects of concepts , procedures , strategies , techniques and factors . Awareness of these issues is well beneficial in adopting intentional learning for the reinforcement of incidental learning to work as complementary rather than isolated approaches .
