Abstract

This paper provides a narrative pedagogical review of intentional and incidental vocabulary learning, focusing on Japanese English as a foreign language (EFL) classrooms. It integrates foundational pedagogical literature with recent empirical research on the breadth and depth of vocabulary, intentional and incidental learning, repetition, contextualized exposure, learner autonomy, and classroom-based vocabulary instruction. It addresses a gap in the literature by examining how these research strands can be integrated into a coherent pedagogical framework for an input-limited EFL context such as Japan, where learners often have limited exposure to English beyond the classroom. Rather than treating intentional or incidental learning as independently sufficient, the paper argues that these methods’ effectiveness depends on learner proficiency, the quantity of available exposure, and the quality of instructional support. Further, it contends that vocabulary development is most effective when explicit vocabulary instruction is integrated with repeated contextualized encounters, productive use, and sustained strategy development. The paper concludes by proposing a practical pedagogical model to sequence explicit vocabulary instruction, planned recycling, contextualized re-encounters, and learner-directed review in Japanese university EFL classrooms and also identifies areas warranting further empirical research.

This work is licensed under a Creative Commons Attribution 4.0 License.