AVISO, RECUPERACIÓN Y GENERACIÓN: UNA INVESTIGACIÓN SOBRE EL APRENDIZAJE Y LA RETENCIÓN DE VOCABULARIO
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https://doi.org/10.22481/praxisedu.v17i44.6298Palabras clave:
Generación, Aprendizaje de vocabulario, Retención de vocabularioResumen
El presente estudio es un intento de examinar los procesos psicológicos de aviso, recuperación y generación y su posible contribución al proceso de aprendizaje y retención de vocabulario entre los estudiantes intermedios. El método de investigación fue experimental. Ciento veinte estudiantes intermedios fueron asignados aleatoriamente en cuatro grupos, a saber, mediante Mejora de entrada (n = 30), Mejora de entrada más Revisión basada en entrada (n = 30), Mejora de entrada más Revisión basada en salida (n = 30) y Mejora de entrada más revisión basada en entrada y en salida. Las palabras académicas contextualizadas en Focus on Vocabulary 2: Mastering the Academic Word List (Schmitt, Schmitt y Mann, 2011) fueron las palabras clave del estudio. Se administró a los participantes una prueba preliminar compuesta de ítems VLT. El primer grupo encontró las palabras objetivo que ya se han resaltado para atraer su atención. Al encontrar las palabras ya resaltadas, el segundo grupo revisó las palabras a través de tarjetas de palabras hechas por investigadores. El tercer grupo, además de encontrar las palabras ya resaltadas, revisó las palabras reescribiendo las oraciones, incluidas las palabras objetivo. El cuarto grupo experimentó darse cuenta a través de la mejora de entrada; recuperación mediante el uso de tarjetas de palabras hechas por investigadores; y generación reescribiendo las oraciones que contienen las palabras desconocidas. Una semana después de la última sesión de tratamiento, se realizó una prueba posterior inmediata, y después de dos semanas, se administró una prueba posterior retrasada. Sobre la base de los resultados de cuatro ANOVA de medidas repetidas unidireccionales y tres ANOVA unidireccionales, se reveló que todos los tipos de revisión basada en insumos, resultados e insumos tienen un efecto positivo en el aprendizaje de vocabulario. Sin embargo, su efecto positivo en la retención de vocabulario fue bastante vago. Por otra parte, el grupo tratado a través de la mejora de entrada basada en la revisión basada en entrada y salida superó a los otros grupos.
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