Re: Lernmethoden

Helmut Richter wrote:
Wenn nun der Versuchsaufbau vor allem das häppchenweise
Lernen von Dingen misst, die man häppchenweise lernen
kann -- also nur Vokabular, nicht aber Stil, Idiomatik,
Pragmatik, Syntax, flüssiges Sprechen und Verstehen des
gesprochenen Wortes, Aussprache, Prosodie --: wen wunderts,
dass dann die Häppchenweise-Methode gewinnt?

Hmm, aber die Ausgangshypothese war ja die, daß Kinder
sich beim Spracherwerb leichter tun, weil sie eben
keinen Überblick über ganze Phrasen haben, sondern
zuerst einmal an Morphemen und Wörtern kleben, oder,
anders gesagt, «that language learning declines over
maturation precisely because cognitive abilities
increase.»[1] Daß sie von dort ausgehend alles andere
auch noch lernen, wird nicht bestritten.

Newport, auf den sich Kersten/Earles beziehen, hat das
anhand von Zeichensprache-Sprechern untersucht, und
unter anderem beobachtet:

| First, they produce “frozen” structures, in which
| whole-word, unanalyzed signs are produced, in
| contexts where morphologically constructed forms
| are required. Most of these frozen signs are highly
| frequent morpheme combinations in ASL, but are used
| by late learners in contexts where the particular
| morphemes included are not grammatical.
[2]

Will sagen, der Erfolg ihrer Immersion war, daß die
Sprecher oft gehörte komplexe Strukturen zwar gut
nachahmen konnten, sie aber im Detail nicht verstan-
den und deshalb nicht flexibel umformen konnten.

Und so verstehe ich auch Kersten/Earles:

| This finding is surprising because participants who
| heard entire «sentences» throughout could have adopted
| a strategy of learning one word at a time. For example,
| a participant could have decided to learn the first
| word in a sentence before moving on to the second
| word. If a participant had adopted this strategy,
| he or she should have performed at least as well as
| a participant who was forced to learn one word at
| a time.
[3]

Auch hier konzentrierten sich die Probanden zu sehr
auf komplette Phrasen, ein Fehler, der, so die Idee,
Kindern nicht passieren kann, weil sie mit kompletten
Phrasen ohnehin nichts anfangen.

| [The present research] suggests that total immersion
| in a language without prior study of the components
| of the language is not an effective strategy for
| learning a language during adulthood. Although
| children clearly learn language through total
| immersion, this may be effective only because
| children's processing limitations force them to
| focus on small segments of language.
[4]

Immersion funktioniert bei Kindern so gut, weil sie
die ganze Komplexität der sie umgebenden Sprache gar
nicht wahrnehmen, sondern sich für den Anfang quasi
nur mit lehrbuchfähigen Bruchstücken auseinandersetzen.
Das finde ich schon irgendwie überraschend.

Gruß,
Klaus

[1] Elissa L. Newport, "Maturational Constraints on
Language learning", Cognitive Science 14 (1990), 22.
[2] ebd., 23.
[3] Alan Kersten/Julie Earles, "Less really is more
for adults learning a miniature artificial language",
Journal of Memory and Language 44/2 (2001), 262.
[4] ebd., 270.

.

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