A Comparative Study of Writing and Reading Tasks: The Retention Effect on Incidental Second Language Vocabulary Acquisition

Abstract

The role of writing and reading in second language (L2) acquisition has long intrigued researchers, particularly in the context of incidental vocabulary acquisition. This paper investigates how different language tasks—writing versus reading—affect the retention of newly encountered vocabulary in a second language. Through a review of empirical research and theoretical insights, the study explores which of the two tasks is more effective in promoting long-term retention of incidentally acquired vocabulary. It is found that while both tasks contribute significantly, writing tasks may offer deeper processing benefits, leading to more durable vocabulary retention. The paper concludes with pedagogical implications and recommendations for second language instruction.