任务式互动与二语语法习得关系的元分析研究  

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

作　　者：唐建敏[1] 张宗莹 曹慧玲[1] Tang Jianmin;Zhang Zongying;Cao Huiling(Shandong University of Science and Technology,Qingdao 266590,China)

机构地区：[1]山东科技大学外国语学院,266590

出　　处：《北京第二外国语学院学报》2020年第2期46-61,共16页Journal of Beijing International Studies University

基　　金：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”(项目编号:QDSKL160113)的部分研究成果。

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。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.

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 

分 类 号：H08[语言文字—语言学]