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.

中文翻译：

---

结合明确和敏感的指标，通过语境化输入和以单词为中心的教学来衡量二语词汇学习

本研究结合了明确的（笔和纸）和敏感的（时间压力）测量来衡量三种教学干预的影响（情境化输入与以意义为中心的活动，情境化输入与以单词为中心的活动，以及去情境化的输入与单词-重点练习）学习 20 个 L2 法语目标动词。参加者（ñ= 313，L1 = 荷兰语）完成了显式（形式识别、意义回忆、语法偏好）和时间压力敏感测试（词汇决定、语义相关性、语法判断）的组合，作为即时和延迟的后测。明确的后测显示了以单词为中心的教学的有益效果，并强调了上下文对意义相关知识的效率。敏感的后测通常会确认明确的结果，但会揭示与词汇处理和知识强度相关的以单词为中心的条件之间的差异。本研究表明，结合明确和敏感的措施可以更全面地了解二语词汇教学的效果，并表明语境化和非语境化的以单词为中心的教学以互补的方式有益于词汇学习。