二语听力策略教学效果实证研究的元分析 [A meta-analysis of the effectiveness of empirical studies into strategy instruction on L2 listening]

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dc.contributor.author Shen, Y en
dc.contributor.author Zhang, Jun Lawrence en
dc.contributor.author Zhou, L en
dc.date.accessioned 2020-02-11T22:08:18Z en
dc.date.issued 2019-10-04 en
dc.identifier.issn 1672-9382 en
dc.identifier.uri http://hdl.handle.net/2292/49903 en
dc.description.abstract 摘要:近30年来,在二语教学研究领域策略教学(strategy instruction,SI)一直被认为是改善课堂二语(2)教学效果的重要方法。但是, 除了Norris & Ortega (2000) 对二语教学效果所做的元分析外,目前只有Plonsky(2011)对二语策略教学效果的实证研究进行过系统性综述,迄今没有任何研究使用元分析方法就策略教学对二语听力成绩的总体效应进行过系统分析。因此,我们响应Plonsky & Oswald (2015)的呼吁, 对二语听力策略教学的实证研究进行元分析。研究检索到37项相关文献, 经严格筛选, 纳入元分析的一手研究20项,提取27个效应量。结果显示: 听力策略教学对二语听力表现具有中等效应(g=0.709), 教学环境、测试类型和目的语是导致研究效应差异的显著调节变量。调节变量分析表明, 元认知策略教学对二语听力成绩具有大效应; 大学生策略教学的效应量大于小学生和中学生。这一分析结果对国内外语听力教学具有一定启示意义。 基金:教育部国家留学基金青年骨干教师出国研修项目[(2017)3192号]; 吉林大学基本科研业务费项目(2016ZZ018); 哲学社会科学横向科研项目[(2018)社科字497号]的阶段性成果; 关键词:策略教学; 二语听力; 元分析; 效应量; Abstract: Strategy instruction (SI) has long been regarded as an approach to facilitating second language (L2) learning in the classroom. Apart from Norris & Ortega’s (2000) research synthesis of the effectiveness of L2 Instruction, only one meta-analysis has been conducted to measure the effectiveness of SI so far (i.e. Plonsky, 2011), and no attempt has been made to meta-analyze the overall effect of SI on L2 listening. Given the importance of doing meta-analysis with a narrower focus, as Plonsky & Oswald (2015) recommended, we conducted a meta-analysis of empirical (quasi-) experimental studies into the effects of L2 listening strategy instruction published in English-medium journals. A comprehensive search generated a corpus of 37 candidate studies, and after stringent screening, 20 eligible studies were included, from which 27 effect sizes (ES) were extracted and aggregated. The findings indicated a moderate effect of SI on L2 listening performance (g = 0.709), and instruction settings, outcome measures, and target languages are the statistically significant moderators for the effect sizes of SI on L2 listening. The subsequent moderator analyses demonstrated that metacognitive instruction is more effective and university students benefit more from SI than the elementary and secondary populations. Implications of the findings for effective teaching of listening are also discussed. Keywords: strategy instruction; L2 listening; meta-analysis; effect size en
dc.relation.ispartofseries 中国外语 = Foreign Languages in China en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title 二语听力策略教学效果实证研究的元分析 [A meta-analysis of the effectiveness of empirical studies into strategy instruction on L2 listening] en
dc.type Journal Article en
dc.identifier.doi 10.13564/j.cnki.issn.1672-9382.2019.06.009 en
pubs.issue 6 en
pubs.begin-page 57 en
dc.rights.holder Copyright: The author en
pubs.author-url https://kns.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFD&dbname=CJFDTEMP&filename=ZGWE201906010&uid=WEEvREcwSlJHSldRa1FhcEE0QVN2K0s4bjN3T2kzQi9CWGdGWDNVRFdTZz0=$9A4hF_YAuvQ5obgVAqNKPCYcEjKensW4IQMovwHtwkF4VYPoHbKxJw!!&v=MTM5MzJxWTlFWklSOGVYMUx1eFlTN0RoMVQzcVRyV00xRnJDVVJMT2VaZWRzRmkza1Vyek9QeXJjYTdHNEg5ak0= en
pubs.end-page 66 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 790861 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.record-created-at-source-date 2020-01-11 en
pubs.online-publication-date 2019-10-11 en


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