NOTANDO, RECUPERANDO E GERANDO: UMA INVESTIGAÇÃO SOBRE RETENÇÃO E APRENDIZADO DE VOCABULÁRIO

Autores

DOI:

https://doi.org/10.22481/praxisedu.v17i44.6298

Palavras-chave:

Geração, Aprendizagem de vocabulário, Retenção de vocabulário

Resumo

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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Biografia do Autor

Seyyed Nasser Mousavi, Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Nasser Ghafoori, Islamic Azad University – Iran

Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

Mahnaz Saeidi, Islamic Azad University – Iran

Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran. 

 

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2021-02-01

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Mousavi, S. N., Ghafoori, N., & Saeidi, M. (2021). NOTANDO, RECUPERANDO E GERANDO: UMA INVESTIGAÇÃO SOBRE RETENÇÃO E APRENDIZADO DE VOCABULÁRIO. Práxis Educacional, 17(44), 1-32. https://doi.org/10.22481/praxisedu.v17i44.6298