The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
COMBINING EXPLICIT AND SENSITIVE INDICES FOR MEASURING L2 VOCABULARY LEARNING THROUGH CONTEXTUALIZED INPUT AND WORD-FOCUSED INSTRUCTION
Abstract
This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs. Participants (N = 313, L1 = Dutch) completed a combination of explicit (form recognition, meaning recall, grammatical preference) and time-pressured sensitive tests (lexical decision, semantic relatedness, grammaticality judgment) as immediate and delayed posttests. Explicit posttests show the beneficial effects of word-focused instruction, and underline the efficiency of context for meaning-related knowledge. Sensitive posttests generally confirm the explicit results, but reveal differences between both word-focused conditions related to lexical processing and strength of knowledge. This study suggests that combining explicit and sensitive measures can provide a more complete picture about the effects of L2 vocabulary instruction and shows that contextualized and decontextualized word-focused instruction benefit vocabulary learning in a complementary way.
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“Comparative studies also show that while explicit instruction groups often perform better on immediate tests, their gains tend to diminish over time, whereas contextualized or implicit groups show continued improvement in delayed assessments (e.g., Hwang, 2024;Vandenberghe et al., 2021).”
From Harnessing Dual Memory Systems: A Balanced Approach to Explicit and Implicit Reading Instruction for Young EFL Learners (2026) · cites this paper as Vandenberghe et al., 2021
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“However, the initial advantages of explicitly acquired grammatical knowledge decreased in the delayed post-test, while the performance of the contextualized groups demonstrated improvement over time.”
From Harnessing Dual Memory Systems: A Balanced Approach to Explicit and Implicit Reading Instruction for Young EFL Learners (2026) · cites this paper as Vandenberghe et al. (2021)
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Citations
Cites
Learning Vocabulary in Another Language
Nation, I. S. P. (2001) · Cambridge University Press · doi:10.1017/cbo9781139524759 · Cited by 6,608
Bretz, F., Hothorn, T., & Westfall, P. (2016) · doi:10.1201/9781420010909 · Cited by 1,233
Task‐based language teaching: sorting out the misunderstandings
Ellis, R. (2009) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2009.00231.x · Cited by 1,031 · cited 9×
“However, more flexible versions of meaning-oriented approaches advocate opportunities for word-focused instruction, such as the implementation of an explicit focus on lexical items before, during and/or after performing a meaningful tasks (e.g., Ellis, 2009; Van den Branden, 2016).”
BackgroundMethodInfluentialSome empirical evidence for the involvement load hypothesis in vocabulary acquisition
Hulstijn, J. H., & Laufer, B. (2001) · Language Learning · doi:10.1111/0023-8333.00164 · Cited by 819 · cited 5×
“ILH is rooted in Craik and Lockhart’s (1972) Depth of Processing Hypothesis (cited in, e.g., Schmitt, 2008) that rests on the idea that the more attention is allocated to processing new information, the better the opportunities for learning will be.”
BackgroundInfluentialRECEPTIVE AND PRODUCTIVE VOCABULARY LEARNING: The Effects of Reading and Writing on Word Knowledge
Webb, S. (2005) · Studies in Second Language Acquisition · doi:10.1017/s0272263105050023 · Cited by 527 · cited 1×
“Webb (2005), for instance, compared receptive (i.e., reading three L2 sentences with an L1 gloss) and productive (i.e., using an L2 word in a sentence) word learning.”
A reassessment of frequency and vocabulary size in L2 vocabulary teaching
Schmitt, N., & Schmitt, D. (2014) · Language Teaching · doi:10.1017/s0261444812000018 · Cited by 507
de la Fuente, M. J. (2006) · Language Teaching Research · doi:10.1191/1362168806lr196oa · Cited by 240
Comparing Focus on Form and Focus on FormS in Second-Language Vocabulary Learning
Laufer, B. (2006) · The Canadian Modern Language Review · doi:10.3138/cmlr.63.1.149 · Cited by 212
Elgort, I. (2018) · CALICO Journal · doi:10.1558/cj.34554 · Cited by 37 · cited 4×
“On the other hand, sensitive measures can also tap into tacit/implicit knowledge (Elgort, 2011; Sonbul & Schmitt, 2013), that is, knowledge that is not available to learners’ conscious control or report (Elgort, 2018).”
BackgroundMethodInfluential
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Cited by
Sorted by citations
Kim, J. M. (2026) · Reading Psychology · doi:10.1080/02702711.2026.2735234
Metadata
- Authors
- Vandenberghe, B., Perez, M. M., Reynvoet, B., & Desmet, P.
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 2021-01-19
- Volume
- 43
- Issue
- 5
- Pages
- 1009-1039
- ISSN
- 0272-2631
- 1470-1545
- Cited by
- 12
- References
- 9
- Language
- en
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