在心理学相关文献中，对于“附带习得”和“有意学习”这两个概念的使用可追

In psychology-related literature, the use of the two concepts of "incidental learning" and "intentional learning" can be traced back to the beginning of the twentieth century, and these two concepts have long been applied in related research on experimental psychology ( Laufer & Hulstijn, 2001). Postma (1964) believes that the learner's willingness to learn, that is, whether the learner has intentional and purposeful learning, is the key to distinguishing "intentional learning" and "unintentional learning". Therefore, according to whether the learner has the intention and purpose of learning, vocabulary learning can be divided into two parts: "intentional learning" and "unintentional learning". <BR>Among them, "unintentional learning" was gradually "attached" The concept of “acquisition” has been replaced, making “incidental acquisition” and “intentional learning” a set of corresponding concepts. For this reason, according to whether learners have intentional and purposeful vocabulary learning, the second language vocabulary can be Learning methods are roughly divided into two types: Intentional Learning and Incidental Acquisition.

In the psychological literature, the use of the concepts of "collateral learning" and "intentional learning" dates back to the early twentieth century, and has long been applied in research on experimental psychology (Laufer and Hulstijn, 2001). Postma (1964) argues that learners' willingness to learn, i.e. whether learners have intentional and purposeful learning, is the key to dividing "intentional learning" and "unintentional learning". Therefore, vocabulary learning can be divided into "Intentional Learning" and "Unintentional Learning" sections, depending on whether the learner has the intention and purpose of learning.<BR>Among them, "unintentional learning" was gradually replaced by the concept of "collateral learning", making "incidental learning" and "intentional learning" into a set of corresponding concepts. To do this, the second-language vocabulary learning method can be generally divided into Intentional Learning and Incidental Learning, depending on whether the learner has the intention and purpose to learn vocabulary.

In psychological literature, the use of the concepts of "incidental acquisition" and "intentional learning" can be traced back to the early 20th century, and these two concepts have been applied in relevant research of experimental psychology (Laufer & Hulstijn, 2001). According to postma (1964), learners' willingness to learn, that is, whether learners have intentional and purposeful learning, is the key to divide "intentional learning" and "unintentional learning". Therefore, according to whether learners have the intention and purpose of learning, vocabulary learning can be divided into "intentional learning" and "unintended learning".<BR>Among them, "unintentional learning" was gradually replaced by the concept of "incidental acquisition", making "incidental acquisition" and "intentional learning" become a group of corresponding concepts. Therefore, according to whether learners intend to learn vocabulary purposefully or not, L2 vocabulary learning methods can be divided into two categories: intentional learning and incidental acquisition.<BR>