本研究探究英语作为第二语言学习者在多模态输入条件下观看相同主题纪录片时的 词汇学习策略。研究以三名北京师范大学英语专业三年级学生作为研究参与者，采用每日 报告，反思性总结和个人访谈作为研究数据，参照归纳定性的方法进行编码和分析数据。 研究发现，英语作为第二语言学习者在观看相同主题纪录片的过程中大致会经历三个阶段 以学习一个词汇。相应地，学习者会在各个阶段采取不同的词汇学习策略。在第一阶段， 学习者主要采用六种词汇选择策略（包括视觉导向和听力导向的策略）来选取要进行学习 的目标词汇。在第二阶段，学习者会同时使用认知和自我调节策略，以进一步处理、学习 所选定的目标词汇。在第三阶段，学习者会采取三种不同的词汇复习策略。基于研究结果， 本研究初步建构了英语作为第二语言学习者在相同主题纪录片观看情境中的词汇学习策 略模型。本研究为多模态输入相关领域的学习者和研究人员提供了初步的案例参考。 

This study investigates the learning of words by learners of English as a Second Language (ESL) in watching same-theme documentaries through focusing on their vocabulary learning strategies. Three third-year English majors in Beijing Normal University (BNU) were chosen as research participants, and their daily reports, reflective reviews, and individual interviews were collected as research data. The data were analyzed in an inductive qualitative method. Results indicated that learners go through three stages to learn a word in same-theme documentary watching. Certain strategies are employed by ESL learners in each stage. In stage 1, six strategies, including view-oriented and listening-oriented ones, are used by ESL learners to decide the word to learn. In stage 2, both cognitive and self-regulatory strategies are taken by learners to further learn the new word selected. Finally, three strategies are employed in stage 3 by ESL learners to help themselves take a review. A model of ESL learners’ word learning strategies in documentary watching can be developed based on the results. The present study provides a preliminary case reference for ESL learners and researchers who may take an interest in the research field of vocabulary acquisition with multimodal input.