THE ROLE OF VOCABULARY LEARNING CONDITIONS IN WORD LEARNING AND RETENTION
DOI:
https://doi.org/10.22481/praxisedu.v16i40.6906Palavras-chave:
Geração, Notando, Recuperação, Aprendizagem de vocabulário, Retenção de VocabulárioResumo
O presente estudo é uma tentativa de examinar os processos psicológicos de observação, recuperação e geração e sua possível contribuição para o processo de aprendizado e retenção de vocabulário entre estudantes intermediários. O método de pesquisa foi experimental. Cento e vinte alunos intermediários foram divididos aleatoriamente em quatro grupos: Nota através do aprimoramento de entrada (n = 30), aprimoramento de entrada mais revisão baseada em entrada (n = 30), aprimoramento de entrada mais revisão baseada em saída (n = 30) e Aprimoramento de entrada mais revisão baseada em entrada e baseada em saída. As Palavras Acadêmicas contextualizadas em Foco no Vocabulário 2: Dominando a Lista de Palavras Acadêmicas (Schmitt, Schmitt, & Mann, 2011) foram as palavras-alvo do estudo. Um pré-teste composto por itens do VLT foi administrado aos participantes. O primeiro grupo encontrou as palavras-alvo que já foram destacadas para absorver sua atenção. Encontrando as palavras já destacadas, o segundo grupo revisou as palavras por meio de cartões de palavras feitos pelo pesquisador. O terceiro grupo, além de encontrar as palavras já destacadas, revisou as palavras reescrevendo as frases, incluindo as palavras-alvo. O quarto grupo experimentou perceber através do aprimoramento das entradas; recuperação através do uso de cartões de texto feitos pelo pesquisador; e geração através da reescrita das frases que contêm as palavras desconhecidas. Uma semana após a última sessão de tratamento, um pós-teste imediato e após duas semanas, um pós-teste tardio foi administrado. Com base nos resultados de quatro ANOVAs de medidas repetidas unidirecionais e três ANOVAs
unidirecionais, foi revelado que todos os tipos de revisões baseadas em entradas, baseadas em resultados e baseadas em resultados têm efeito positivo na aprendizagem de vocabulário. No entanto, seu efeito positivo na retenção de vocabulário foi bastante vago. Além disso, o grupo tratado por meio do aprimoramento das entradas e análises baseadas em entradas e saídas superou os outros grupos.
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Hulstijn, J., & Laufer, B. (2001). Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition. Language Learning, 51, 539–558.
Hulstijn, J., & Trompetter, P. (1998). Incidental learning and second language vocabulary in computer-assisted reading and writing tasks. In D. Albrechtsen, B. Henriksen, I. Mees, & E. Poulsen (Eds.), Perspectives on Foreign and Second Language Pedagogy (pp. 191–202). Denmark: Odense University Press.
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Izumi, S. & Bigelow, M. (2000). Does output promote noticing and second language acquisition? TESOL Quarterly, 34(2), 239–278.
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2020-07-01
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MOUSAVI, S. N.; GHAFOORI, N.; SAEIDI, M. THE ROLE OF VOCABULARY LEARNING CONDITIONS IN WORD LEARNING AND RETENTION. Práxis Educacional, Vitória da Conquista, v. 16, n. 40, p. 404-435, 2020. DOI: 10.22481/praxisedu.v16i40.6906. Disponível em: https://periodicos2.uesb.br/index.php/praxis/article/view/6906. Acesso em: 18 abr. 2024.
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