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DE
Der Rückblick auf die Entwicklung der Fremdsprachenerwerbsforschung während der letzten Dezennien belegt eine wachsende interdisziplinäre Kooperation insbesondere zwischen der Sprachdidaktik und der Lernpsychologie. Der vorliegende Text reflektiert diese Fortschritte unter besonderer Berücksichtigung der Involvement-Load Hypothese von Laufer/Hulstijn (2001) inklusive daran anknüpfender Arbeiten. Nach der Diskussion der Vor- und Nachteile des Originalkonzeptes und seiner nachfolgenden Erweiterungen werden Vorschläge für mögliche Komplettierungen unterbreitet, um den komplexen Korrelationen des Fremdsprachenerwerbs und seiner theoretischen Implikationen gerecht werden zu können.
EN
This paper briefly reviews the changes of theoretical paradigms in foreign language learning research during the last five decades. As a result of these changes, vocabulary acquisition theory has become more and more influenced by interdisciplinary cooperation, especially by psychological concepts dealing with word learning and retention. This article focuses on the involvement-load hypothesis, created by Laufer/Hulstijn (2001) and completed by other researchers during the last ten years. The advantages and disadvantages of the original concept and its later derivatives are discussed. Necessary enlargements are also suggested in order to account for the complex correlations that are involved in the process of vocabulary acquisition and its theory.
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