Research on incidental second language (L2) vocabulary acquisition through reading has
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processing these words facilitate word learning. However, so far both variables have been
investigated in isolation. To help close this research gap, the current study investigates
the differential effects of the variables ‘word exposure frequency’ and ‘elaboration of
word processing’ on the initial word learning and subsequent word retention of advanced
learners of L2 English. Whereas results showed equal effects for both variables on initial
word learning, subsequent word retention was more contingent on elaborate processing of
form–meaning relationships than on word frequency. These results, together with those of
the studies reviewed, suggest that processing words again after reading (input–output
cycles) is superior to reading-only tasks. The findings have significant implications for
adaptation and development of teaching materials that enhance L2 vocabulary learning.
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