Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

En ökande andel elever i den svenska skolan har inte svenska som modersmål. För att dessa elever ska klara kurserna och utveckla sitt svenska språk krävs att skolan möter de behov av språkundervisning som uppstår t.ex. genom att även ämnesundervisningen blir mer språkutvecklande och ord och begrepp explicit förklaras. Syftet med denna interventionsstudie var att testa hur gynnsamma två olika undervisningsmetoder är för undervisning av ord och begrepp inom ämnesundervisning för avancerade inlärare. De ord som användes i studien var hämtade ur en lärobok för vård- och omsorgsprogrammet, främst abstrakta begrepp men inte direkt ämnesspecifika. Två grupper bestående av komvuxelever deltog i interventionsstudien där de två grupperna undervisades på olika sätt. En grupp undervisades om orden med en deduktiv undervisningsmetod där inlärarna presenterades färdiga svar av läraren och den andra  gruppen undervisades med en induktiv undervisningsmetod där inlärarna själva, i ett socialt samspel, fick arbeta sig fram till svaren. Ett VKS-test genomfördes före undervisningen för att skapa en base line och samma test användes sedan som eftertest för att se effekten av de respektive undervisningsmetoderna. Studien visar att den deduktiva undervisningsmetoden, när eleverna fick färdiga förklaringar, gav bäst resultat i jämförelse med den induktiva undervisningen där eleverna i i små grupper förhandlade sig fram till innebörden och tränade på användningen av orden. Resultatet av studien står i stark kontrast till Skolverkets rekommendationer för undervisning i den svenska skolan. Att den deduktiva undervisningsmetoden var effektivast kan möjligtvis hänga samman med att kunskapen om orden i förtestet var ganska låg, vilket borde tyda på att kunskapsökningen mest bestod i att testpersonerna lärde sig betydelsen av ordet och att det inte i så stor utsträckning handlade om att de lärde sig att använda orden produktivt.

Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

The problem in this study was to determine whether students enrolled in beginning typewriting who typed between fifteen and fifty-five words a minute would learn economic facts incidentally and intentionally through the typing of timed writings on the topic of economics.

No description available.

Syftet med mitt examensarbete är att få svar på hur en grupp elever i årskurs 9 i tyska funderar över sin språkinlärning i tyska. Utgångspunkten för min kvalitativa undersökning i klassrummet är två texter från Skolverket (2022a) som kartläggningsmaterial i tyska i årskurs 9 för att utmana elevernas läsförståelse genom textläsning och textrelaterade frågor som är införda i det digitala verktyget Wordwall. Det är i grunden ett gratis digitalt verktyg och enkelt att använda i språkundervisningen. Som lärare skapar man innehåll i form av en eller flera Wordwall-aktiviteter kring det valda materialet. Målet med undersökningen är att eleverna ökar sitt ordförråd i samband med dessa texter och på det sättet får kännedom om vanligt förekommande uttryck i texterna. Genom textläsning kan eleverna lära sig nya ord i ett sammanhang som säkert upplevs mer meningsfullt än att endast plugga med hjälp av ordlistor. Huvudresultatet som framkommit i min studie är att eleverna uttryckte sig skriftligt om sina uppfattningar kring sin språkinlärning och Wordwallprojektet. Insikterna dokumenteras med hjälp av en kvalitativ utvärdering av elevernas enkätsvar för att belysa deras uppfattningar. / The purpose of my degree project is to get answers to how a group of Swedish students in grade 9 think about their language learning in German. The starting point för my qualitative investigation in the classroom are two texts from the Swedish National Agency for Education (2022a) as mapping material in German in grade 9 to challenge the students’ reading comprehension through text reading and text-related questions that are introduced in the digital tool Wordwall. It is basically a free digital tool and easy to use in language teaching. As a teacher, you create content in the form of one or more Wordwall activities around the selected material. The goal of the survey is for the students to increase their vocabulary in connection with these texts and in that way gain knowledge of commonly occurring expressions in the texts. By reading texts, students can learn new words in a context that is certainly perceived to be more meaningful than studying only with the help of word lists. The main result that emerged from my study is that the students expressed themselves in writing about their perceptions regarding their language learning and the Wordwall project. The insights are documented using a qualitative evaluation of the students’ survey responses to illuminate their perceptions.

Vocabulary is a crucial component for language acquisition and EFL lessons are often dictated by the usage of textbooks and workbooks. The current study therefore aims to investigate how effective textbooks are in helping learners acquire high, mid, and low-frequency words as well as to what degree high and mid-frequency words are repeated throughout the textbooks. Additionally, the study explores the types of exercises presented in the EFL teaching materials, with a particular focus on the extent to which they promote learners' active engagement and use of the vocabulary presented. The findings suggest that EFL teaching materials could benefit from more comprehensive and systematic approaches to vocabulary instruction, which emphasize the active use and recycling of high and mid-frequency words in meaningful contexts. The present study recommends that teaching materials and EFL teachers incorporate more varied and interactive exercises that promote learners’ active engagement and use of the target vocabulary. Additionally, the study uses corpus-based methods to investigate the frequency level of text bodies compiled from EFL textbooks targeting sixth-grade pupils in Sweden. Furthermore, the accompanying workbooks are examined to establish the types of exercises pupils are exposed to through their use. In addition, the study suggests that teachers using the included teaching materials should incorporate additional vocabulary exercises in their EFL instructions to promote the repetition of words found in the textbooks.

<p>In this research project the question is raised whether it is possible to detect and analyse differences between incidental and intentional vocabulary acquisition within a traditional, systematic teaching setting of German as an L3. The ten par-ticipating Swedish students at the upper secondary level worked with two differ-ent German newspaper articles in two different ways. One set of lessons focused mainly on textual content (incidental learning) while the other involved both dis-cussions about the contents of the text and explicit vocabulary practice (inten-tional learning). The students were later tested on four separate occasions using a self-report-test involving 16 pre-tested words. The two main research questions are: How many of the encountered words will the students recall and what depth of knowledge does this recall represent? Results point to a very limited vocabu-lary acquisition through incidental learning compared to the acquisition through intentional learning which gave a higher score. The overall tendency is for ac-quired vocabulary knowledge to change over time and more so if intentionally acquired. This raises a further question: How much and what kind of work in-volving texts is needed in the classroom for long lasting vocabulary acquisition, incidental or intentional, to take place? Furthermore the results indicate that the self-report test used in the research project shows deficiencies regarding validity as well as reliability issues, which puts further focus on the test methods used in educationally applied vocabulary acquisition research.</p>

In this research project the question is raised whether it is possible to detect and analyse differences between incidental and intentional vocabulary acquisition within a traditional, systematic teaching setting of German as an L3. The ten par-ticipating Swedish students at the upper secondary level worked with two differ-ent German newspaper articles in two different ways. One set of lessons focused mainly on textual content (incidental learning) while the other involved both dis-cussions about the contents of the text and explicit vocabulary practice (inten-tional learning). The students were later tested on four separate occasions using a self-report-test involving 16 pre-tested words. The two main research questions are: How many of the encountered words will the students recall and what depth of knowledge does this recall represent? Results point to a very limited vocabu-lary acquisition through incidental learning compared to the acquisition through intentional learning which gave a higher score. The overall tendency is for ac-quired vocabulary knowledge to change over time and more so if intentionally acquired. This raises a further question: How much and what kind of work in-volving texts is needed in the classroom for long lasting vocabulary acquisition, incidental or intentional, to take place? Furthermore the results indicate that the self-report test used in the research project shows deficiencies regarding validity as well as reliability issues, which puts further focus on the test methods used in educationally applied vocabulary acquisition research.