Abstract
L1 research has indicated that learners acquire most of their vocabulary by means of incidental learning, in which the learners learn different aspects of lexical knowledge through repeated exposures as well as the surrounding contextual information of the unfamiliar words. However, L2 learners are at a disadvantage of this incidental learning due to their limited opportunities to repeatedly encounter the same target words in different contexts. As a result, researchers encourage L2 learners to use extensive reading as a route to promote and complement their vocabulary learning. This case study investigated the effects of word exposures and contextual richness on the acquisition of different aspects of vocabulary knowledge from extensive reading. Three aspects of knowledge are examined: orthography, form-meaning connection, and grammatical functions. The results indicated that word frequency affected more on orthographical knowledge than on the other two aspects, whereas contextual richness had a greater impact on form-meaning connections and grammatical functions. Pedagogical implications and suggestions for future studies are suggested.
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