摘要
This study presents a systematic review of xu-based studies in an attempt to clarify the construct of the xu-argument and the effectiveness of continuation tasks in foreign language learning.This review adopted a meta-analytic procedure consisting of effect-size aggregation and moderator analysis.While the former quantitatively synthesized evidence in support of xu-based interventions,the latter contextualized evidence in relation to learner and task features.Meta-analytic results indicated a medium-to-large effect of xu-based interventions for foreign language learning(g=1.18 and g=0.49 for within-group and between-group contrasts respectively).This effect was comparatively larger for(a)university-level students,(b)multilingual settings,(c)foreign languages other than English(LOTEs),(d)longer instructional treatments,and(e)specific language features.We interpret supportive evidence for xu-based interventions with respect to theoretical,methodological and pedagogical relevance,and provide empirically grounded recommendations for future task design and research on xu-based practices.
本研究系统回顾了基于续论的外语学习相关文献,旨在厘清续论的概念内涵,揭示“续”任务在外语学习中的促学效果。研究采用元分析方法,结合效应量整合与调节变量分析:前者量化整合了支持以“续”促学教学干预的实证依据,后者则结合学习者特征与任务变量对研究结果进行情境化解读。结果显示,续论指导下的外语学习干预整体呈现中等至较大的效应量(组内对比g=1.18,组间对比g=0.49)。干预效果在以下情境下更为显著:学习者(a)为大学阶段学习者、(b)处于多语学习环境、(c)目标语为非英语类外语(LOTEs)、(d)干预持续时间较长,且(e)“续”任务聚焦于特定语言特征。研究从理论、方法与教学三个层面探讨了基于续论的外语学习干预的适切性,并提出了任务设计优化与后续研究建议。
基金
广东省哲学社会科学规划项目资助(项目编号:GD24YWY02)。
