There is a whole lot more to a word than its definition. How to use it in a sentence, level of politeness, nuances in meaning, countable/uncountable, male/female, etc. This can’t possibly be done consciously for every word out of the thousands of words that need to be learned.
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You are using Krashen’s language, not necessarily the language used by other scholars these days. But yes, there is plenty of such research, eg referred to by writers like Leow, Lightbown, Spada, DeKeyser. See Goo et el’s (2015) metastudy (abstract here https://benjamins.com/catalog/sibil.48.18goo …)
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The nearest to a consensus these days, as I read it, is that most learning is implicit (what K calls acquisition), but that focus on form is very useful and can, directly or indirectly, become ‘acquired’. I’ve just been reading this by Lightbown and Spada https://s3.amazonaws.com/academia.edu.documents/32055892/Form_Focused_Instruction.PDF?response-content-disposition=attachment%3B%20filename%3DForm-Focused_Instruction_Isolated_or_Int.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIWOWYYGZ2Y53UL3A%2F20190730%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20190730T074519Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=5571cce0df14c66a35b372f0f7687586485a83009834c074231571729f6b50f1 …
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