not learning the language during this integration process. Language is learned naturally in this process.
Students are considered to be \”coincidental learning\” (Celce-Murcia, 2001: 288) to learn any word without direct instruction, only by reading extensively, or by \”unaware\” activities such as communicative activities or television watching.
The phrase \”unaware\” used in the definition of coincidental learning can be understood in two different ways.

4.2.1 Awareness in Language Acquisition

Upon acceptance of the judiciary without knowledge of coincidental word learning, the concept of awareness in language acquisition has become a subject of interest to various researchers.
It will be appropriate to begin with the four distinctive features of the concept of awareness in language acquisition. These can be listed as: – intentional, intentional, – careful, – within the control, – directive or directive.

While there is a clear linguistic awareness of learning through teaching, coincidental learning is often known as an automatic process that occurs during learning without the knowledge of the acquisition process and the resulting knowledge. For this reason, it is suggested that there is a learning process in which there is no conscious word learning awareness. In contrast, attention to the realization of learning is also a prerequisite (Schmit, 2001).
Attention and awareness, although seemingly synonymous, are known to be a precondition for awareness. In learning coincidental words, the concept of attention must be found in the first stage to notice the stimulus, but not all of the process is mentioned in awareness.

4.2.2 Input Hypothesis

Learning a word is a complicated process. In learning a word, many features such as its frequency of use, relation to other words, pronunciation, contextual and task usage characteristics, synonymous behavior and semantic features must be considered (Richards, 1976; Carter, 1987; It will be very difficult to have such an intensive knowledge retreat, learning word by teaching only, taking the meanings of words and other important features into memory.
Rather, it is becoming more effective and easier to give words in a coincidental way by internalizing them with listening or reading activities that reach the actual goal. The main purpose of learning a coincidental word is not to teach predetermined words, but to learn the words naturally during reading and listening activities of pupils and to reach the message (Huckin and Coady, 1999). Krashen (1989) concludes that, as a result of his work on the subject, the learning of the word in a coincidental way with reading and the vocabulary of the vowel are bound to understandable input.
The basis on which this assertion is based is that Krashen (1985) can be obtained by the comprehension of linguistic structures, including understandable input, prior to the language\’s interlanguage system. According to this view, which is called the understandable input hypothesis, the language is not aware of it, and it is the message that needs to be conveyed in the context and not in the structure in which the attention is obtained