本研究旨在比較聽與讀兩種學習方式對於非刻意字彙習得成效的影響。參與研究者為台北某公立高中六十四位高一女學生，隨機分派為閱讀與聽力組。本實驗研究共為期八週。第一週實施全民英檢測驗，接下來六週，每週一次，閱讀與聽力兩組以理解文章內容為目的，聽或讀一篇記敘文，並隨後立即回答單字測驗以及文章理解測驗問題。兩週之後，參與研究者再接受同樣的單字測驗，並回答有關對聽讀這兩種學習方法的看法之問卷。
統計方法獨立樣本T檢定顯示，閱讀組不管是在前後測，單字習得量均顯著優於聽力組。本研究結果發現，在所選文章易於理解、有足夠的上下文線索、並且內容吸引讀者的情形下，藉由聽來學習單字的成果亦會相當可觀。

This study aimed to compare the effects of aural and written input on incidental vocabulary learning. The participants were 64 EFL first-year high school female students from a public senior high school in Taipei, who were randomly assigned to be the reading group and the listening group. The whole experiment lasted for 8 weeks. A general proficiency test was administered in the first week. In the following six weeks, once a week, they were instructed to listen to or read for overall text comprehension a narrative passage, followed by a set of comprehension questions and a vocabulary gain test on the target words. Two weeks later, the participants were tested on the same words again for retention, and were given a questionnaire inquiring their opinions on the two learning conditions. Independent-samples t-tests show that the reading group outperformed the listening group in both the vocabulary gain and retention tests.
Other major findings are as follows: (1) the findings suggest a significant and positive interrelating relationship between text comprehension and L2 vocabulary acquisition in the listening learning condition, but not in the reading one; (2) It is revealed that the role of L2 proficiency proved relevant to incidental vocabulary acquisition and retention for Group L, but not for Group R; (3) The findings show that word exposure frequency had an insignificant effect on incidental vocabulary acquisition and retention.
To conclude, the research findings suggest that though overall written input proved significantly more conducive to incidental vocabulary acquisition than aural input, the lexical learning results from listening to narratives could be almost as fruitful, provided that the texts selected are moderately comprehensible, sufficiently rich in contextual clues, and appealing to learners.

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