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 word-focused decontextualized exercises) on learning 20 L2 French target verbs. Participants ( N = 313, L1 Dutch) completed a combination (form recognition, meaning recall, grammatical preference) time-pressured tests (lexical decision, semantic relatedness, grammaticality judgment) as immediate delayed posttests. Explicit posttests show beneficial effects instruction, underline efficiency context for meaning-related knowledge. Sensitive generally confirm results, but reveal differences between both conditions related lexical processing strength suggests that combining can provide more complete picture about vocabulary instruction shows benefit in complementary way.