NOTICING, RETRIEVING AND GENERATION: AN INVESTIGATION INTO VOCABULARY LEARNING AND RETENTION

The present study is an attempt to examine the psychological processes of noticing, retrieval, and generation their possible contribution process vocabulary learning retention among intermediate students. research method was experimental. One hundred twenty students were randomly assigned into four groups, namely Noticing through Input enhancement (n=30), Enhancement plus Input-Based Reviewing Output-Based (n=30) Reviewing. Academic Words contextualized in Focus on Vocabulary 2: Mastering Word List (Schmitt, Schmitt, & Mann, 2011) target words study. A pretest composed VLT items administered participants. first group encountered that have been already highlighted absorb attention. Encountering words, second reviewed researcher-made word cards. third group, besides encountering rewriting sentences including words. fourth experienced noticing input enhancement; retrieval using cards; containing unknown week after last treatment session, immediate posttest, two weeks, a delayed posttest administered. Based results one-way repeated measures ANOVAs three ANOVAs, it revealed all types input-based, output-based input+output-based reviewing positive effect learning. However, fairly vague. Moreover, treated enhancement+input- output- based outperformed other groups.