A Meta-analysis of the Relationship between Task-based Interaction and L2 Grammar Acquisition

doi:10.12002/j.bisu.274

Abstract

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.

Keywords: task-based interaction; L2 grammar acquisition; task type; task features; meta-analysis

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

CLC Number:

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

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.

Figures/Tables 6

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自变量	类别	n^a	k^b	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
任务必要性程度（即时后测）	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
任务必要性程度（延时后测）	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
结果测试方式	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
语言学习环境	二语（SL）	3	7	0.44	0.14	0.17	0.71

自变量	类别	n^a	k^b	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
任务必要性程度（即时后测）	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
任务必要性程度（延时后测）	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
结果测试方式	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
语言学习环境	二语（SL）	3	7	0.44	0.14	0.17	0.71