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COMBINING EXPLICIT AND SENSITIVE INDICES FOR MEASURING L2 VOCABULARY LEARNING THROUGH CONTEXTUALIZED INPUT AND WORD-FOCUSED INSTRUCTION

Published online by Cambridge University Press:  19 January 2021

Bert Vandenberghe Open the ORCID record for Bert Vandenberghe [Opens in a new window] ,
Maribel Montero Perez Open the ORCID record for Maribel Montero Perez [Opens in a new window] ,
Bert Reynvoet  and
Piet Desmet
Bert Vandenberghe*
Affiliation:
KU Leuven
Maribel Montero Perez
Affiliation:
Ghent University
Bert Reynvoet
Affiliation:
KU Leuven
Piet Desmet
Affiliation:
KU Leuven
*
*Correspondence concerning this article should be addressed to Bert Vandenberghe (itec, imec research group at KU Leuven), Etienne Sabbelaan 51, 8500 Kortrijk, Belgium. E-mail: [email protected].
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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.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 43 , Issue 5 , December 2021 , pp. 1009 - 1039
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Copyright
© The Author(s), 2021. Published by Cambridge University Press

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Footnotes

This work was funded by the Research Foundation – Flanders (FWO), grant G064116N.

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