The importance of subjectivity and emotionality in conversations about literature in German lessons (SEGEL)

文学文本的交流是德语课程的核心部分。然而，到目前为止，他们几乎没有进行过实证研究。申请的SEGEL项目应有助于克服这一愿望。SEGEL将着重于对文学教育理论中普遍存在的假设进行实证检验，即文学交流中的主观性和情绪性对文学教育的成功至关重要。在之前的一项研究“文学课中的审美交流”（ÄSKIL）中，经验证据表明，文学交流中的主观和情感激活实际上有积极的影响，例如，在主观参与（d = 0.61）、主题相关性（d = 0.60）、对人物的同理心（d = 0.85）和情感意义（d = 1.11）等领域。然而，缺乏随机化影响了研究的有效性。在SEGEL的最初应用中，这一弱点被消除了，但没有充分分离影响因素。因此，在新提交的申请中，SEGEL被设计为一项随机对照干预研究，其中“沟通类型”和“互动形式”作为两个独立的影响因素进行实证研究。在交际类型的第一个因素中，区分了“文学教学中的认知导向交际”和“文学教学中的主观、情感和认知导向交际”。在第二个因素中，互动形式，以教师为中心和以学生为中心的互动形式作为影响变量在实验中有所不同。在SEGEL中，四种治疗类型在双因子设计中进行了实证研究。干预措施的效果将在经过验证的调查工具和经过调整的程序的帮助下记录下来，这些工具和程序将在认知实验室（N=28）和试点研究（N=300）的初步研究中进行测试和优化。在主要研究中，来自巴伐利亚州和下萨克森州26所高中的约90个班级（9/10年级，每个班级约25名学生）的约2250名学生和约90名教师将参与四种治疗类型和未经治疗的等待对照组。第一步，在主要研究中计划在双因子设计中复制ÄSKIL研究，随机分配学校和班级进行治疗。在第二步中，交流类型和互动形式的影响将在两个额外的干预点进行为期数周的调查。评估考虑到设计的复杂多层次结构，除了估计治疗效果外，还包括中介和适度分析。在此基础上，SEGEL将在文学教育研究的一个中心研究领域提供经验证据。

Communication about literary texts are a central part of German lessons. So far, however, they have hardly been empirically researched. The SEGEL project applied for should contribute to overcome this desideratum. SEGEL will focus on the empirical examination of the widespread assumption in literary education theory that subjectivity and emotionality in communication about literature are of particular importance for their success. In a previous study - 'Aesthetic Communication in Literature Lessons' (ÄSKIL) - empirical evidence indicated that subjective and emotional activations in literary communications actually have positive effects, e.g. in the areas of subjective involvement (d = 0.61), thematic relevance (d = 0.60), empathy to characters (d = 0.85) and emotional significance (d = 1.11). However, the lack of randomisation affected the validity of the study. In SEGEL's initial application, this weakness was eliminated, but without sufficient separation of influencing factors. In the newly submitted application, SEGEL is therefore designed as a randomised controlled intervention study in which 'type of communication' and 'form of interaction' are empirically investigated as two separate influencing factors. In the first factor, communication type, a distinction is made between 'cognitively oriented communication in literature teaching' (KOKIL) and 'subjectively, emotionally and cognitively oriented communication in literature teaching' (SEKOKIL). In the second factor, the form of interaction, teacher-centred and student-centred forms of interaction are experimentally varied as influencing variables. In SEGEL four treatment types are empirically investigated in a two-factorial design. The effects of the interventions are to be recorded with the help of proven survey instruments and adapted procedures, which will be tested and optimized in a preliminary study in a Cognitive Lab (N=28) and in a pilot study (N=300). In the main study, a total of about 2250 students and about 90 teachers from about 90 classes (grade 9/10 with about 25 students each) from 26 high schools in Bavaria and Lower Saxony will participate in the four treatment types and an untreated waiting control group. In a first step, the replication of the ÄSKIL study in a two-factorial design with randomised allocation of schools and classes to the treatments is planned in the main study. In a second step, the effect of the type of communication and the form of interaction will be investigated over a period of several weeks at two additional intervention points. The evaluation takes into account the complex multi-level structure of the design and includes mediation and moderation analyses in addition to estimating the effects of the treatment. On this basis, SEGEL will provide empirical evidence in a central research field of literary education research.