除了词汇量大小之外，学习者的猜词能力强弱也是影响词附带习得的重要因素。

In addition to the size of the vocabulary, the learner's ability to guess words is also an important factor affecting the incidental word acquisition. As mentioned above, to a large extent, incidental vocabulary acquisition is mainly manifested in that learners rely on context to guess the meaning of new words. Compared with the time-consuming and laborious methods such as looking up the dictionary, guessing the meaning of a word has <BR>obvious advantages. Using the word guessing strategy will not interrupt the reading process and facilitate continuous learning (Zhao Fuli, 2002). If you want to use the word guessing ability well, you need to have the ability to explain the relevant context, the ability to predict the following and the ability to test predictions. Combining these abilities can improve the learner's overall reading ability.

In addition to vocabulary size, learners' ability to guess words is also an important factor affecting word-side learning. As mentioned earlier, to a large extent, vocabulary incidental learning is mainly manifested in learners relying on context to guess the meaning of new words. Compared with time-consuming and laborful methods such as looking up dictionaries, guessing the meaning of words has.<BR>obvious advantages. Using a guessing strategy does not interrupt the reading process and is good for continuous learning (Zhao Foley, 2002). If you want to use the word-guessing ability well, you need to have the ability to interpret the relevant context, the ability to predict subsequent below, and the ability to test the prediction, which can be combined to improve the learner's overall reading ability.

Besides the size of vocabulary, the ability of guessing words is also an important factor affecting incidental vocabulary acquisition. As mentioned above, to a large extent, incidental vocabulary acquisition is mainly manifested in learners' guessing the meaning of new words by relying on context. Compared with the time-consuming and laborious methods such as looking up the dictionary, guessing the meaning of words has<BR>Obvious advantages. Word guessing strategy does not interrupt the reading process and is conducive to continuous learning (Zhao, 2002). If we want to make good use of word guessing ability, we need to have the ability to explain the relevant context, predict the following and test the prediction. Combining these abilities, we can improve the learners' overall reading ability.<BR>