二语搭配教学的有效性:一项元分析

IF 1.4 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Xin Li, L. Lei
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引用次数: 0

摘要

摘要本研究报告了一项关于第二语言搭配教学有效性研究的荟萃分析。meta分析共纳入17项主要研究的64个研究项目(参与者数= 3859)。综合结果证实了搭配指导对促进第二语言搭配学习的有效性(d = 1.415, 95% CI: 1.189, 1.641)。调节分析结果显示,干预方式是干预效果的显著预测因子。具体而言,1)显性干预比隐性干预产生更大的效应量;2)低会话频率的干预并不比高会话频率的干预产生更大的效应;3)长期干预并不比短期干预表现出更大的效应量;4)约束构建的反应、选择的反应和多重结果测量并不比自由构建的反应产生更大的效应量。本研究还对结果进行了解释,并对搭配的教学和研究提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effectiveness of second language collocation instruction: a meta-analysis
Abstract This study reports a meta-analysis of studies that investigated the effectiveness of instruction on second language collocation learning. A total of 64 research projects in 17 primary studies (the number of participants = 3,859) were included in the meta-analysis. Aggregated results confirmed the effectiveness of collocation instruction for facilitating second language collocation learning (d = 1.415, 95% CI: 1.189, 1.641). The results of moderator analysis indicated that the intervention method was a significant predictor of intervention effectiveness. To be specific, 1) explicit interventions produced larger effect sizes than implicit interventions; 2) interventions with low session frequency did not produce larger effect sizes than those with high session frequency; 3) long interventions did not show larger effect sizes than short interventions; and 4) constrained-constructed responses, selected responses, and multiple outcome measures did not produce larger effect sizes than free-constructed responses. The study also offered explanations for the results, as well as implications for the teaching and research of collocations.
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来源期刊
CiteScore
3.20
自引率
13.30%
发文量
46
期刊介绍: International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms.
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