WIE AUS EINEM REIZ WISSEN WIRD - Gedächtniskonsolidierung, Wiederholung und Zeitbewusstsein als neurodidaktische Schlüsselgrößen für den DaF-/DaZ-Unterricht in der digitalen Moderne
FROM STIMULUS TO KNOWLEDGE - Memory Consolidation, Repetition, and Temporal Awareness as Key Neurodidactic Factors in German as a Foreign and Second Language Education in the Digital Age

Summary/Abstract: This paper reconstructs the transformation of sensory stimuli into stable knowledge as a temporally structured neural process and derives pedagogical implications for teaching German as a foreign and second language. It argues that learning is less a matter of information intake than of memory consolidation: information that is neither reactivated nor replayed during quiet brain states remains unstable and gradually decays. Building on Buzsáki’s two-stage model of memory formation, research on sleep-dependent consolidation, and robust evidence concerning spaced learning and retrieval practice, the paper demonstrates that forgetting is not a defect but a fundamental biological function. Attention and mentally unconstrained periods associated with the default mode network are likewise identified as essential components of successful learning. These neuroscientific findings are connected to research in German language education—particularly Marion Grein’s neurodidactics and Roche’s cognitive language pedagogy—while being carefully distinguished from widespread neuromyths. Against the backdrop of a learning culture increasingly shaped by digital acceleration and cognitive overload, the paper advocates a pedagogical approach that restores time, repetition, and emotional significance to the learning process.

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