Anthony Bruton, Miguel Garcia Lopez, and Raquel Esquiliche Mesa's "Incidental L2 Vocabulary Learning: An Impracticable Term?" (2011) offers some constructive criticism regarding the conventional terminology used in second language (L2) acquisition research and language pedagogy. Although the author finds much of their evidence reasonable and is pleasantly surprised that they have much in common regarding the discussion of the two senses of "incidental vocabulary learning" and a need for induced vocabulary salience research, their article still invites some further comment. In this paper the author argues that (1) past research has not blurred the two senses of "incidental"; (2) the intention of current research is to investigate factors that influence vocabulary learning, not incidental vocabulary residue; and (3) future research should also investigate how target word characteristics and context increase salience.