작업기억, 주의, 교수법 및 학습에 의한 제2 언어습득
Working memory, attention, and instructed second language acquisition
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초록
이 연구는 제2 언어습득의 인지적 접근에서 개인차의 핵심변인인 작업기억의 개념을 확인하고, 작업기억이 교수법 및 학습을 통한 제2 언어습득의 핵심 개념인 주의와 어떻게 연결되는지를 보여주는 데 목적을 둔다. 인지 및 정보처리의 관점에서, 작업기억은 저장과 처리로 구성되며, 이 구성은 취사선택을 해야 한다. 취사선택의 과정에서 발생하는 주의에 필요한 공간이 제2 언어습득의 핵심적인 개념임을 밝힌다. 작업기억과 교수법및 학습을 통한 제2 언어습득 관련 기존 연구의 결과를 토대로, 작업기억이 명시적 교수법, 교정 피드백, 과업 중심 교수법과 어떻게 연결되는가를보이며, 교사나 학생이 인지적 관점의 Instructed SLA의 결과를 토대한학습방법에 대해 논의한다.
Abstract
This study aims to identify the concept of working memory capacity, a key individual difference variable of cognitive approaches to second language acquisition. Specifically, from cognitive and information processing perspectives, this study highlights the trade-off effects of working memory on attention in the course of form and meaning association during instructed second language acquisition (ISLA). Based on empirical evidence on the interactive role of working memory capacity during ISLA including explicit instruction, corrective feedback and task-based instructions, this study discuss diverse approaches to overcome the disadvantages of L2 learners of low working memory capacity within ISLA. Suggestions for future research were also discussed.
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