This article reports on a classroom-based (quasi)-experiment with a pre-test post-test design that explored the effect of two types of activities on the productive recall of German formulaic sequences (FS): 1) attention-directing activities and 2) retrieval practice. Two intact classes of Dutch-speaking university students of German participated in the study. One class was randomly assigned to the attention-directing condition (n=18), the other one to the retrieval condition (n=11). Twenty-two target FS were selected as learning items. Each group processed the FS in a different condition. In the attention-directing condition, students had to 1) re-read a video transcript with the FS in bold typeface and 2) translate the targets into Dutch. In the retrieval condition, students had to 1) complete a transcript in which the FS were deleted and 2) translate the targets into German. Results indicate that the retrieval condition led to better productive phrase learning than the attention-directing condition.

中文翻译：

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注意方向与检索实践：哪种方法能最好地促进德国配方序列的生产性回忆？

本文报告了一项基于课堂的（准）实验，并进行了测试前测试后设计，该设计探讨了两种类型的活动对德国公式序列（FS）的有效召回的影响：1）注意力引导活动和2）检索练习。两个完整的德语班的荷兰语大学生班参加了这项研究。将一个类别随机分配给注意力引导条件（n = 18），将另一个类别分配给检索条件（n = 11）。选择了22个目标FS作为学习项目。每个小组在不同条件下处理FS。在引导注意力的情况下，学生们必须：1）用FS粗体字重新阅读录像带，以及2）将目标翻译成荷兰语。在检索条件下，学生必须1）完成删除FS的成绩单，以及2）将目标翻译成德语。结果表明，与注意引导条件相比，检索条件导致更好的生产性短语学习。