Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination

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How much input do you need to learn the most frequent 9,000 words? (2014, background): “There is clearly a relationship between repetition and vocabulary learning (Elley, 1989; Laufer & Rozovski-Roitblat, 2011; Pellicer-Sanchez & Schmitt, 2010; Stahl & Fairbanks, 1986).”
The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “…to create a strong form–meaning link in the mental lexicon (Hulstijn, 1992) and repetition in vocabulary-focused activities is beneficial for word learning (Laufer & Rozovski-Roitblat, 2011; Peters, 2014), the target collocations were offered once in the word list and twice in the exercises.”
Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “Email: batialau@research.haifa.ac.il Only a few studies have addressed the two factors (Folse, 2006; Laufer & RozovskiRoitblat, 2011; Lee & Hirsh, 2012; Webb, 2005), and almost no research has explored the interaction between the two (but see Laufer & Rozovski-Roitblat, 2011).”
The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, methodology): “Although frequency of occurrence has been widely investigated during reading, far fewer studies have explored frequency effects during vocabulary-focused instruction (Folse, 2006, Laufer & Rozovski-Roitblat, 2011; Peters, 2012a).”