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北京第二外国语学院学报  2020, Vol. 42 Issue (2): 46-61    DOI: 10.12002/j.bisu.274
语言学研究     
任务式互动与二语语法习得关系的元分析研究
唐建敏(),张宗莹(),曹慧玲()
山东科技大学外国语学院,266590
A Meta-analysis of the Relationship between Task-based Interaction and L2 Grammar Acquisition
Tang Jianmin(),Zhang Zongying(),Cao Huiling()
Shandong University of Science and Technology, Qingdao 266590, China
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摘要:

任务式互动与二语语法习得之间的关系是二语习得研究关注的焦点问题。本文采用元分析方法,整合分析最近10余年来关于任务式互动与二语语法习得关系的实证研究,结果发现:(1)任务式互动对二语语法习得有较强的促进作用;(2)任何类型的互动任务都会对二语语法习得起促进作用,但效果有差异;(3)任务的必要性特征影响习得效果;(4)习得效果与测试方式有关,书面测试效果好于口语测试;(5)语言学习环境影响习得效果,外语学习环境下的习得背景效果好于二语环境。

关键词: 任务式互动二语语法习得任务类型任务特征元分析    
Abstract:

Since Long put forth the Interaction Hypothesis, there have been numerous studies on interaction, with the relationship between task-based interaction and second-language (L2) grammar acquisition as the focus. To better understand the results of those studies, sometimes with conflicting findings, this paper synthesised 11 empirical studies concerning the relationship between task-based interaction and L2 grammar acquisition in the past decade. This meta-analysis yielded the following findings: (1) task-based interaction has an upper-medium level of effect on L2 grammar acquisition; (2) all types of tasks facilitate L2 grammar acquisition but with varying effect sizes; (3) task essentialness has a greater impact on acquisition than task usefulness; (4) the effects of acquisition vary according to the types of tests used, with better effects from written tests; and (5) learning environment influences acquisition, with the foreign language learning context being better than the L2 context.

Key words: task-based interaction    L2 grammar acquisition    task type    task features    meta-analysis
收稿日期: 2018-11-13 出版日期: 2020-08-14
PACS:  H08  
基金资助: 本文是国家社科基金一般项目“中国英语课堂小组互动口语语料库建设与应用研究”(项目编号:15BYY0757);青岛市哲学社会科学规划一般项目“纠正性反馈对二语习得的影响:元分析研究”的部分研究成果(项目编号:QDSKL160113)
作者简介: 唐建敏,山东科技大学外国语学院,266590,研究方向:二语习得、应用语言学。电子邮箱: jianmintang@sdust.edu.cn|张宗莹,山东科技大学外国语学院,266590,研究方向:二语习得。电子邮箱: nandeshike@163.com|曹慧玲,山东科技大学外国语学院,266590,研究方向:二语习得、应用语言学。电子邮箱: caohuiling@sdust.edu.cn
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引用本文:

唐建敏, 张宗莹, 曹慧玲. 任务式互动与二语语法习得关系的元分析研究[J]. 北京第二外国语学院学报, 2020, 42(2): 46-61.

Tang Jianmin, Zhang Zongying, Cao Huiling. A Meta-analysis of the Relationship between Task-based Interaction and L2 Grammar Acquisition. Journal of Beijing International Studies University, 2020, 42(2): 46-61.

链接本文:

https://journal.bisu.edu.cn/CN/10.12002/j.bisu.274        https://journal.bisu.edu.cn/CN/Y2020/V42/I2/46

自变量 类别 na kb Mean d SD d 95%
CI lower
95%
CI upper
所有互动干预
(即时后测)
/ 11 24 0.75 0.13 0.50 1.01
任务类型
(即时后测)
拼图 2 4 1.86 0.31 1.25 2.48
信息差 4 8 0.88 0.28 0.33 1.43
叙述 3 7 0.50 0.17 0.16 0.87
拼图+信息差 2 5 0.38 0.15 0.08 0.69
任务必要性程度
(即时后测)
有用性任务 4 9 0.54 0.23 0.20 0.87
必要性任务 7 15 1.11 0.19 0.68 1.53
任务必要性程度
(延时后测)
有用性任务 2 5 0.49 0.21 0.27 0.70
必要性任务 6 12 0.84 0.20 0.46 1.21
结果测试方式 口头 5 10 0.45 0.17 0.13 0.78
书面 11 24 0.93 0.13 0.66 1.22
语言学习环境 外语(FL) 8 17 0.86 0.15 0.57 1.15
二语(SL) 3 7 0.44 0.14 0.17 0.71
表1  任务式互动对二语习得的干预效应量
图1  互动干预组与控制组从前测到后测的效应量变化
图2  不同任务类型的平均效应量
图3  即时后测和延时后测中必要性任务与有用性任务的平均效应量
图4  书面测试和口头测试结果的平均效应量
图5  二语环境和外语环境测试结果的平均效应量
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