Direct Teaching of Vocabulary after Reading: Is It Worth the Effort?.

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The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “Therefore, the explicit teaching of contextualized lexical word items has been claimed to be superior to word learning that occurs as a by-product of second language (L2) use during listening or reading (Barcroft, 2009; Sonbul and Schmitt, 2010).”
Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, unknown): “…a reading task followed by word-focused practice (Focus on Forms), the latter turned out to be superior (Agustin-Llach, 2009; Amiryousefi & Kassaian, 2010; Laufer, 2006; Paribakht & Wesche, 1996; Peters, 2006; Peters, Hulstijn, Sercu, & Lutjeharms, 2009; Sonbul & Schmitt, 2010; Zimmerman, 1997).”