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이중과제를 사용한 한국어 학습자의 암시적 지식 측정

Measuring implicit knowledge of learners of Korean as a second language using a dual-task paradigm

이은하
언어연구교육원 한국어학당 (The Institute of Language Research and Education Yonsei University)|2020.08|외국어로서의 한국어교육 (Teaching Korean as a Foreign Language)|제58권 |pp. 139-184|DOI http://dx.doi.org/10.21716/TKFL.58.6

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키워드

implicit knowledgeimplicit learning암시적 지식명시적 지식암시적 학습explicit knowledge주관적 분기점 준거이중과제 패러다임subjective threshold criteriondual- task paradigm
주제분류한국어와문학

초록

본 연구는 이중과제 기반 문법성 판단 과제가 단일과제 기반 문법성 판단 과제와 비교하여 한국어 학습자의 암시적 L2 문법지식의 사용을 더 효과적으로 유도하는지 확인하는 데 목적을 두었다. 아울러 이때 두 과제의 수행측정 자료와 자각측정 자료에 대해 세 가지 주관적 분기점 준거 분석 기법 ⸺ 영상관준거, 척도화, 신호탐지이론 ⸺ 을 적용함으로써 수행자료에 혼재된 명시적 지식과 암시적 지식을 타당하게 분리할 수 있는지를 심층적으로 고찰했다. 척도화 점수와 신호탐지이론 분석 결과에 따르면, 두 집단의 학습자들 모두 판단의 정오에 대한 자각이 부분적으로 존재하는 것으로 확인되었다. 다만 척도화 곡선을 통해 확신도와 정답률 간의 관계를 시각화했을 때, 이중과제 집단이 단일과제 집단에 비해 판단의 정오에 대한 자각 수준이 낮은 것으로 나타났다. 그러나 2차 과제 병행이 명시적 지식의 인출을 방해함으로써 암시적 지식의 배타적 사용을 유도하는지 살펴보기 위해 과제유형과 판단에 대한 확신 간 상호작용의 효과를 검증한 결과, 두 변수 간 상호작용은 판단의 정오에 영향을 미치지 않는 것으로 나타났다. 이로써 본 연구에 참여한 한국어 학습자들은 2차 과제의 병행에 상관없이 어느 정도 명시적 지식을 바탕으로 문장의 문법성을 판단했을 것으로 추론된다.

Abstract

This study investigates whether measures of explicit knowledge are affected by demands on attentional resources made by random digit generation as a secondary task during a grammatical judgment task, and whether the subjective threshold criterion may dissociate implicit and explicit grammatical knowledge of learners of Korean as second language (L2). Thirty participants performed a grammatical judgment test and reported how confident they are in their decision for each judgment. A half of them were randomly assigned to the sing-task condition and the other half to the dual-task condition. The results of the experiment are as follows: firstly, the quality of explicit knowledge under the dual-task condition was not impaired; secondly, the accuracy of high confidence reponses did not significantly differ from that of low confidence responses; thirdly, the calibration curve for the single-task condition was fairly closer to the regression line representing perfect calibration than that for the dual-task condition; and finally, the signal detection analysis exhibited the learners’ ability to discriminate between correct and incorrect responses. These findings suggest that random digit generation as a secondary task may not be suitable for facilitating the use of implicit L2 knowledge, whereas the subjective threshold criterion can be useful for separating between implicit and explicit L2 knowledge.

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