독일어 어휘 학습에서의 관여도와 학습자의 인지적 특성
Lexikalischer Erwerb im Kontext von Aufgabenbewältigung im Unterricht: Die Rolle von kognitiven Merkmalen und Aufgabeneinbindung
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본 연구는 외국어 어휘를 효율적으로 습득하기 위해 과업 활동에서 고려할 수 있는 인지심리적 요소들을 다루었다. Laufer/Hulstjin(2001)의 관여도 가설에 따르면 기억 내 어휘 지식의 지속력은 과업을 위해 투여한 인지 자원, 다시 말해 인지적 관여도에 정비례한다. 그리고 과업의 관여도는 무엇보다 학습자의 동기부여, 탐색, 그리고 평가를 통해 규정되고, 이들 요소의 수준은 사후 학습 성과에 결정적인 변인으로 작용할 수 있다. 본 연구에서는 관여도 지수의 예측력을 검증하기 위해 독일어 성인 학습자들을 대상으로 관여도 요소들을 조건화하여 어휘 학습 성과와 지속 능력을 관찰하였다. 이 가운데 과업의 내재적 특성에 집중된 선행연구들과 달리 과업 수행의 주체인 학습자의 인지적 특성을 보다 직접적으로 다루고자 학습 성과를 개인의 기억 특성과 연계하여 분석하였다. 또한 지식의 구체화와 지속력에 요구되는 학습 자극의 빈도를 조건화하여 관여도 요소의 확장 가능성을 모색하였다. 본 연구의 실험 결과는 첫째, 관여도 요소의 위상이 서로 상이하고, 둘째, 무엇보다 생산적 과업 활동에서 요구되는 평가 요소가 지식의 안정화를 주도하고, 셋째, 자극의 빈도에 따라 과업의 관여도가 가변적일 수 있으며, 넷째, 작업기억의 개인차가 학습 성과에 있어 단기적인 차이를 만들 수 있음을 보여주었다.
Abstract
Diese Studie untersucht den lexikalen Erwerb von erwachsenen Deutschlernenden im Rahmen der Aufgabenbewältigung im Unterricht. Dabei lag der Fokus auf der Validierung der Involvement-Faktoren. Im Unterschied zu früheren Studien, die sich auf die inhärenten Eigenschaften von Aufgaben konzentrierten, wurden in dieser Untersuchung die kognitiven Merkmale als zentrale Einflussfaktoren der Aufgabenbewältigung herausgestellt. Es erfolgte eine detaillierte Analyse der Lernleistungen in Verbindung mit individuellen Arbeitsgedächtniskapazitäten. Zusätzlich wurde das Potenzial zur Erweiterung der Involvement-Faktoren durch die Konditionierung der Lernreizhäufigkeit zur Festigung und Stabilisierung des lexikalischen Wissens untersucht. Die experimentellen Ergebnisse zeigen, dass die Bedeutung der Involvement-Faktoren variiert und die Evaluationskomponente, insbesondere bei produktiven Aufgaben, maßgeblich zur Stabilisierung des Wissens beiträgt. Des Weiteren zeigte sich, dass die Aufgabenbeteiligung in Abhängigkeit von der Anwendungshäufigkeit variabel ist. Schließlich konnten kurzfristige Lernergebnisse signifikant auf individuelle Unterschiede im Arbeitsgedächtnis zurückgeführt werden.
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