附带词汇学习是二语词汇习得的重要方式，前人已探讨了众多影响二语附带词汇习得的因素，尤其是语境信息的特征。阅读的材料常常表达了人们的喜怒哀乐，但是很少有研究考察阅读语篇的情绪性对二语附带词汇学习的影响，更少有研究考察睡眠在附带词汇学习中的作用。此外，目前的研究多考察词汇外显知识的习得，较少关注词汇的内隐知识。本研究采用眼动追踪技术，考察阅读语篇的情绪性对中国英语学习者二语（英语）词汇内隐知识习得的影响，以及睡眠因素可能起到的调节作用。

我们让汉-英双语者阅读带有积极、消极和中性情绪色彩的3个英语童话故事，每个语篇中包含3个人为编制的英语新异词和1个控制词（真词），它们在故事中各出现15次，这些词汇也出现在随后测试的低限制性句子中。被试的任务是阅读英语童话的故事，并不知道后面的词汇测试任务。学习者在语篇阅读结束和睡眠后阅读含有新异词的后测句子，如果他们未能从语篇中习得新异词的含义，则很难将其整合进入低限制性的后测句子中。我们进行了两个实验，实验1的同一组被试在阅读结束和24小时后（经过夜间睡眠）阅读后测句子，实验2的两组被试分别在阅读结束和12小时后（包括夜间睡眠组和白天同时长清醒对照组）阅读后测句子。语篇阅读和后测句子的阅读过程中进行眼动追踪，采用早期眼动指标（首次注视时间和凝视时间）来考察词汇的通达，晚期眼动指标（重读时间、总阅读时间和注视次数）来考察词汇意义的整合。

研究结果发现，语篇情绪性会影响新异词的习得和巩固，且语篇情绪性对新异词的巩固程度会受到睡眠因素的调节。实验1发现，读者在阅读早期（前5次接触）整合消极语篇中的生词时分配了更多的注意资源。在经过一夜睡眠后，和中性语篇中的新异词相比，消极语篇中的新异词受到的巩固程度更强，在句子阅读的注视次数上减少地更多；实验2发现新异词在情绪语篇中的整合进程快于中性语篇新异词。只在睡眠组中出现了句子阅读时新异词的重读时间、总注视时间和注视次数减少，即睡眠提升了词汇的语义整合程度，且睡眠组和清醒组巩固程度（眼动指标在两次测验上的差值）的显著差异只出现在了消极语篇的新异词中。这些研究结果说明，语篇情绪性会影响二语附带词汇习得的过程，表现在情绪语篇中的新异词会吸引更多注意力且更快完成整合，此外，睡眠对附带习得的生词起到了巩固的作用，且会优先巩固在情绪语境（尤其是消极语境）中附带习得的生词。

Incidental vocabulary learning emerges as a crucial approach in second language (L2) vocabulary acquisition, with previous studies having explored various factors influencing L2 incidental vocabulary acquisition, especially the characteristics of contextual information. Reading materials often express various emotions, yet there is limited research on how emotional factors in texts impact L2 incidental vocabulary learning, and few studies have investigated the role of sleep in this process. Furthermore, current research mostly examines the explicit knowledge of acquired vocabulary and pays less attention to implicit knowledge. This study employed eye-tracking technology to investigate the impact of the emotional characteristics of texts on implicit knowledge acquisition of English vocabulary among Chinese English learners, as well as the potential moderating effect of sleep.

In this study, we had Mandarin-English bilingual participants read three English fairy tales with positive, negative, and neutral emotional valence. Each text contained three novel words created for the study and one control word (real word), which appeared 15 times each in the stories and also appeared in the subsequent low-constraint test sentences. Participants' task was to read the stories without knowing about the vocabulary test task that followed. Learners read test sentences containing novel words after the completion of the text reading and after sleep. If they failed to acquire the meaning of the novel words from the text, it would be difficult for them to integrate them into the low-constraint test sentences. Two experiments were conducted, with the same group of participants in experiment 1 having test sentences read after the completion of text reading and 24 hours later (after overnight sleep), and two groups (including a sleep group and a daytime wakefulness control group) of participants in experiment 2 having test sentences read after the completion of text reading and 12 hours later. Eye-tracking was used throughout the text reading and test sentence reading, employing early eye-movement measures (first fixation duration and gaze duration) to examine lexical access and late eye-movement measures (second fixation duration, total reading time, and fixation count) to examine semantic integration of the vocabulary.

Results showed that text emotionality influenced both the acquisition and consolidation of novel words, with the consolidation of novel words being modulated by sleep. Experiment 1 revealed that learners allocated more attentional resources to integrating novel words in early exposures (first 5 encounters) within negative text. After a night's sleep, the novel words in negative text showed a greater consolidation effect compared to those in neutral text, with a more pronounced reduction in fixation count of sentence reading. Experiment 2 found that the integration process of novel words in emotional texts was faster than that in neutral text. Specifically, the sleep group showed a reduction in second fixation duration, total reading time, and fixation count for test sentences containing novel words, indicating that sleep enhanced the semantic integration of novel words. Additionally, significant differences in consolidation (difference in eye movement measures between two sentence posttests) between the sleep and wake groups were only observed in novel words acquired from negative text. This finding suggests that the emotional characteristics of texts influence the incidental vocabulary acquisition in L2 learners. Specifically, novel words in emotional texts attract more attention and are integrated more rapidly. Additionally, sleep plays a consolidating role in the acquisition of incidental vocabulary, with a priority for consolidating novel words acquired within emotional texts, especially negative text.