Research on extensive reading has provided ample evidence on the role of repetition in lexical learning and called for further research on the role of context in vocabulary acquisition from L2 reading (e.g. Chen, & Truscott, 2010; Horst, 2005; Waring, & Nation, 2004; Webb, 2007, 2008). On the other hand, eye movement studies on reading behavior documented cognitive effects of repetition and context quality on lexical processing and associated vocabulary learning with processing patterns in the light of the eye-mind link hypothesis (Rayner, 1998, 2009). The present study aimed at bringing together methods from both strands to investigate incidental vocabulary acquisition and track the cognitive roles of repetition and context predictability in the development of different aspects of vocabulary knowledge. Forty-two upper-intermediate and advanced second language learners of English read a stage 1 graded reader, ‘Goodbye Mr. Hollywood’, on a desk-mounted eye tracker screen followed by comprehension questions and vocabulary posttests. Target vocabulary consisted of 20 pseudo words and 20 known words with a range of repetition from 1 to 30. Eye-movement data showed that readers spent more time on pseudo words than on familiar words and that fixation times decreased across encounters with more attention given to target words on early encounters. Context predictability decreased total times spent on target words particularly on late encounters. Readers scored highest in form recognition followed by meaning recognition and finally meaning recall. Repeated exposure supported form recognition while context predictability supported meaning recognition and recall. Moment-by-moment lexical processing showed that first fixations predicted form recognition while gaze durations predicted meaning recall. Total times spent on each encounter was positively associated with learning success in all vocabulary measures. When aggregating fixation times by vocabulary items, it was found that the amount of attention, as reflected in total reading times on each pseudo word across all its encounters, positively predicted learning outcomes above and beyond total exposure and item predictability, which highlights an important role of readers’ individual attention and their optimal use of input to infer and retain meaning from context. Results of the study add a cognitive dimension to the concept of engagement in lexical learning and provide implications on the process of incidental learning from extensive reading and classroom teaching tasks.
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