The effects of word exposure frequency on incidental learning of the depth of vocabulary knowledge

This study examined the rate at which depth of vocabulary knowledge was learned and retained from reading a 300-headword graded reader, The Star Zoo. A total of 30 tertiarylevel students who learn English as a foreign language (EFL) in China volunteered to take part in a reading program. Incidental learning and retention of the depth of vocabulary knowledge was measured, complementing previous research along this line. The depth of vocabulary knowledge was examined by using 36 test items within six bands of frequency (more than 20 times to only once). The target words were substituted with pseudo-words. Two tests were employed to measure receptive and productive vocabulary knowledge. This study was completed in three sessions: Students read the book for the first time and finished testsstudents read the book for the second time seven days later, and finished test