Abstract:
This paper aims at exploring some aspects of distinction between incidental and intentional vocabulary learning amongst undergraduate students. The experimental descriptive method is applied via a pre-test ,a post-test and a mediating practical experiment to collect data on the nature of vocabulary achievement. The sample is composed of one hundred and eighty students studying English in second and fourth year at the faculty of education in university of Kassala. The data gained from the two tests is computationally processed with SPSS to see whether there is any significant change in the performance of students. The results show observable progress in the difference between the incidental learners and the intentional ones. The study recommends the focus on the distinctive nature of incidental learning rather than reckoning to the traditions of intentional learning.
