近年来,国外的一些偶然词汇习得研究都表明带任务的阅读比纯阅读更能促进阅读过程中的词汇习得。尽管偶然性学习可以增加词汇习得,但是其习得过程是缓慢的,并且习得哪些词汇,什么时候习得及习得至何种程度都无法预料。基于这些问题,Laofer与Hulstjn(2001)构建了参与量假设,本文主要探讨“投入量假设”对英语偶然词汇习得的影响。 In recent years, some overseas accidental vocabulary acquisition studies have shown that task-oriented reading can promote vocabulary acquisition more effectively than pure reading. Although accidental learning can increase vocabulary acquisition, its acquisition is slow and vocabulary is acquired and when and how often it is learned can not be predicted. Based on these questions, Laofer and Hulstjn (2001) constructed the participation-quantity hypothesis. This paper mainly discusses the influence of “input-quantity hypothesis” on English chance vocabulary acquisition.