中文摘要
　　本研究主要探討詞彙在閱讀文本中的重覆出現，及母語的詞彙化對於第二外語非刻意單字學習的成效。主要研究問題探討如下：

1. 詞彙在文本中的重複出現是否會對該詞彙知識在接收及產出能力方面的習得造成影響？
2. 在學習者母語中非詞彙化的標的字是否會造成學習方面的困難？此外，詞彙在文本中的重複是否有助於非詞彙化標的字的知識習得，特別是在語意知識的習得方面？
3. 上述二因素對於學習者先前所獲得的詞彙知識在長期記憶是否有任何影響？

　　本研究主要基於Webb (2007)及Paribakht (2005)的理論及實驗基礎，延伸並修改為主要研究架構。本研究採實驗法，主要分為三階段：在第一階段中72位以中文為母語的外文系大一生將先進行共計七頁的英文閱讀測驗，每一頁僅出現一篇前後連貫的敘述性故事，其中受測者將會遇到十個陌生的英文詞彙。受試者共分為三組，根據前述十個英文詞彙在閱讀文本中出現的次數：一次，三次，與七次作為分組依據，並以重複出現之次數作為組別名稱 (E1,E3, and E7)。受試者在閱讀完畢旋即進行第二階段實驗，以上述十個詞彙的知識測驗為主，測驗內容為該詞彙的七種接收性或產出性知識，包含拼字，語意，詞類，以及聯想等範疇。間隔兩週之後受試者再進行第三階段實驗，為該十個詞彙的第二次知識測驗。內容與第一次施測題目相同，文本的閱讀則不包含於此測驗中。
　　本研究結果發現：詞彙隨著閱讀文本中的重複出現的確有助於受試者對於該詞彙知識的獲得。然而，研究結果卻發現本實驗的受試者在經由詞彙重複的情況下，詞彙知識的增長速率低於Webb (2007)使用人工造字作為受測標的字之實驗。主要歸因為受測標的字是否始用真實詞彙與否，以及該詞彙如何呈現在閱讀文本中。結果也發現，在學習者母語中非詞彙化的英文詞彙的確造成學習者的學習困難，尤其在學習該字的語意方面。此外，對於非母語詞彙化的標的字在閱讀中的重複出現，在本實驗中並不會有助於學習者增加該詞彙的知識。最後，詞彙在閱讀文本中的重複出現則有助於學習者的詞彙知識在長期記憶上的維持。

ABSTRACT
The current study aims to investigate whether the increasing word exposures, and one of the inter-lexical factors, L1 lexicalization, would have any impact on L2 incidental vocabulary learning through reading. The 3 research questions are raised as the following:

1. Does word repetition increase L2 learners’ word knowledge receptively and productively through incidental reading?
2. Do English words that are not lexicalized in learners’ L1 cause any learning difficulty in L2 vocabulary learning? In addition, how does the increasing number of word exposures contribute to the learning of both lexicalized (L) and nonlexicalized (NL) words, especially in meaning?
3. To what extent do learners retain previously-acquired word knowledge through the reinforcement of multiple word exposures in reading? Does L1 lexicalization affect the retention of word knowledge?

The present investigation was conducted based on Webb (2007) and Paribakht’s (2005) findings. The experiment was administrated following three phases: the reading comprehension task, followed by an immediate posttest measuring learners’ aspects of acquired word knowledge in receptive and productive ways, and a delayed posttest taking place 2 weeks after the immediate posttest. The first phase of the experiment started with the reading comprehension task, in which 72 EFL Chinese-speaking subjects were randomly assigned to 3 treatment groups based on the number of word exposures in texts. Each group encountered 10 English target words a different number of exposures (1, 3, and 7 times) within a series of reading materials. Immediately after the reading comprehension task, subjects were given the first posttest involving a reading comprehension test, and 7 vocabulary tests in which various types of word knowledge were separately measured. Finally, a delayed posttest with only 7 vocabulary tests involved was carried out 2 weeks later.
The main findings of the current study show that, first, increasing number of word exposures in reading does help learners develop aspects of word knowledge. Compared to Webb’s (2007) study, the results also reveal that in this study learners’ lexical growth by virtue of word repetition did not increase as rapidly as that of Webb’s. Such difference might be attributed to the use of either invented words or real words as target words, as well as the way these target words are presented in context. Secondly, the effect of L1 lexicalization indeed causes vocabulary learning difficulty from reading, especially for the inferencing of word meaning. In other words, L2 words that are not lexicalized in learners’ L1 system do have certain impact on the gains of word meaning, and word repetition up to 7 times does not contribute to the learning of nonlexicalized word, especially in meaning aspect. In addition, one of the nonlexicalized words, troubadour, that functions as the topic-related word was accidentally found relatively easier to be gained in various aspects of word knowledge, and moreover, the limited set of collocates for NL words may help learners gain the syntactic knowledge faster than L words. Finally, concerning learners’ retention of acquired word knowledge in the main task, word repetition was also found effective in retaining various types of word knowledge.
Based on the findings this study presents, limitations of the current research, suggestions for future studies, and pedagogical implications are thus considered.

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