<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000100509</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i44.6298</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[NOTICING, RETRIEVING AND GENERATION: AN INVESTIGATION INTO VOCABULARY LEARNING AND RETENTION]]></article-title>
<article-title xml:lang="es"><![CDATA[AVISO, RECUPERACIÓN Y GENERACIÓN: UNA INVESTIGACIÓN SOBRE EL APRENDIZAJE Y LA RETENCIÓN DE VOCABULARIO]]></article-title>
<article-title xml:lang="pt"><![CDATA[NOTANDO, RECUPERANDO E GERANDO: UMA INVESTIGAÇÃO SOBRE RETENÇÃO E APRENDIZADO DE VOCABULÁRIO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mousavi]]></surname>
<given-names><![CDATA[Seyyed Nasser]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ghafoori]]></surname>
<given-names><![CDATA[Nasser]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saeidi]]></surname>
<given-names><![CDATA[Mahnaz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Islamic Azad University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Islamic Azad University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Islamic Azad University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Iran</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>44</numero>
<fpage>509</fpage>
<lpage>540</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000100509&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present study is an attempt to examine the psychological processes of noticing, retrieval, and generation and their possible contribution to the process of vocabulary learning and retention among intermediate students. The research method was experimental. One hundred and twenty intermediate students were randomly assigned into four groups, namely Noticing through Input enhancement (n=30), Input Enhancement plus Input-Based Reviewing (n=30), Input Enhancement plus Output-Based Reviewing (n=30) and Input Enhancement plus Input-Based and Output-Based Reviewing. The Academic Words contextualized in Focus on Vocabulary 2: Mastering the Academic Word List (Schmitt, Schmitt, &amp; Mann, 2011) were the target words of the study. A pretest composed of VLT items was administered to the participants. The first group encountered the target words that have been already highlighted to absorb their attention. Encountering the already highlighted words, the second group reviewed the words through researcher-made word cards. The third group, besides encountering the already highlighted words, reviewed the words through rewriting the sentences including the target words. The fourth group experienced noticing through input enhancement; retrieval through using researcher-made word cards; and generation through rewriting the sentences containing the unknown words. One week after the last treatment session, an immediate posttest, and after two weeks, a delayed posttest were administered. Based on the results of four one-way repeated measures ANOVAs and three one-way ANOVAs, it was revealed that all types of input-based, output-based and input+output-based reviewing have positive effect on vocabulary learning. However, their positive effect on vocabulary retention was fairly vague. Moreover, the group treated through input enhancement+input- and output-based reviewing outperformed the other groups.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[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, &amp; 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.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Generation]]></kwd>
<kwd lng="en"><![CDATA[Noticing]]></kwd>
<kwd lng="en"><![CDATA[Retrieval]]></kwd>
<kwd lng="en"><![CDATA[Vocabulary Learning]]></kwd>
<kwd lng="en"><![CDATA[Vocabulary Retention]]></kwd>
<kwd lng="es"><![CDATA[Generación]]></kwd>
<kwd lng="es"><![CDATA[Darse cuenta]]></kwd>
<kwd lng="es"><![CDATA[Recuperación]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de vocabulario]]></kwd>
<kwd lng="es"><![CDATA[Retención de vocabulario]]></kwd>
<kwd lng="pt"><![CDATA[geração]]></kwd>
<kwd lng="pt"><![CDATA[Notando]]></kwd>
<kwd lng="pt"><![CDATA[Recuperação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem de vocabulário]]></kwd>
<kwd lng="pt"><![CDATA[Retenção de Vocabulário]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Textual enhancement and simplified input: Effects on L2 comprehension and acquisition of non-meaningful grammatical form.]]></article-title>
<source><![CDATA[Applied Language Learning]]></source>
<year>2003</year>
<volume>13</volume>
<page-range>17-45.</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
