To identify effective methods for boosting incidental vocabulary learning, this study examines the impacts of two tools—bimodal presentation (BP) and lexical elaboration (LE)—on vocabulary acquisition through repeated encounters with target words during meaning-focused reading. In a quiet and comfortable place conducive to full concentration on reading comprehension, 80 L2 learners of English were assigned to one of four treatment groups (BP+LE+, BP+LE-, BP-LE+, and BP-LE-) and individually read three reading passages where target words appeared four times. Surprise posttests assessed meaning recognition and meaning recall. The results of this ecologically valid experiment show significant vocabulary learning through reading, with BP notably enhancing meaning recall. Although the main effect of LE was non-significant, LE was also significantly effective for both meaning recognition and meaning recall if it was noticed by participants. These findings suggest that BP and LE can serve as valuable tools for promoting vocabulary acquisition during meaning-centered reading.

The necessity to adapt theoretical second language pedagogies to a context of instruction has been argued in the literature for a long time. This case study introduces an attempt to realize a context approach (Bax, 2003) to Task-Based Language Teaching (TBLT) implemented at a Korean military-service academy. Considering the alleged need for studies that investigate learners’ reaction to TBLT in actual English classrooms, an Action Research project was conducted at this institution. Based on the data collected through two surveys of 80 students, interviews with 25 students, video recordings of 10 lessons and the teacher’s observation of the course throughout one semester, this study identifies several challenges for employing TBLT in this EFL context such as the learners’ lack of L2 interactions and attention to feedback. This paper discusses ways to adapt TBLT to the English courses offered at Korean militaryservice academies while cautioning against excessive optimism for the effects of TBLT in some EFL contexts. The findings would contribute to understanding the reality of English classrooms at a Korean college and drawing implications for designing English programs suitable for EFL college students.