本研究主要通过有声思维的方法探索阅读任务中词汇附带习得的注意过程，以及时间压力和语境识别对附带习得的影响。结果发现：（1）注意过程包括“理解障碍–生词的语境意义”、“理解障碍消除–生词的用法”、“生词复现–生词的语境意义”和“生词复现–生词的用法”等四类，且阅读理解障碍是促发学习者对生词进行注意的重要原因；（2）注意过程对词汇附带习得有较明显的促进作用，但注意过程的类别差异对附带习得的影响不大；（3）时间压力的主效应以及时间压力和语境识别的交互作用不显著，但语境识别的影响非常显著，即语境线索越接近注意过程中的语言输入，学习者对生词意义的再认就越容易。

This study investigated, by think-aloud protocols, the noticing process of incidental vocabulary acquisition in reading tasks, and the effects of time pressure and context identification on incidental acquisition. Four types of noticing process were discovered, i.e. “comprehension difficulty–contextual meaning,” “comprehension difficulty removed–usage,” “vocabulary recurrence–contextual meaning,” and “vocabulary recurrence–usage.” Results also showed: (1) comprehension difficulty in reading was an effective trigger for noticing on new vocabulary items; (2) the effect of the noticing process on incidental vocabulary acquisition was positive, but the type difference of noticing process seemed invalid to the acquisition; (3) the main effect of time pressure and the interaction of time pressure and context identification were not significant, while the main effect of context identification was remarkably significant – the more similar contextual clues were to those in the reading, the better the learners would identify the meaning of the new vocabulary items.