Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
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DOI：
10.1111/0023-8333.00136
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发表时间：
2000-09-01
影响因子：
4.4
通讯作者：
Ortega, L
中科院分区：
文献类型：
--
作者：
Norris, JM;Ortega, L
本研究采用（并详细报告）系统的研究综合和元分析程序，总结了1980年至1998年发表的L2教学的有效性的实验和准实验调查的结果。从49个独特的样本研究报告足够的数据的平均效果大小的比较表明，集中的L2教学结果在大的目标导向的收益，明确的类型的指令比隐含的类型更有效，并专注于形式和专注于形式的干预措施的结果相当大的影响。进一步的研究结果表明，第二语言教学的有效性是持久的，在个别研究中使用的结果测量的类型可能会影响观察到的教学效果的大小。研究结果的普遍性是有限的，因为第二语言教学类型领域还没有从事严格的经验操作和复制其中心研究结构。研究实践的变化，建议加强未来的知识积累的有效性的第二语言教学。
This study employed (and reports in detail) systematic procedures for research synthesis and meta-analysis to summarize findings from experimental and quasi-experimental investigations into the effectiveness of L2 instruction published between 1980 and 1998. Comparisons of average effect sizes from 49 unique sample studies reporting sufficient data indicated that focused L2 instruction results in large target-oriented gains, that explicit types of instruction are more effective than implicit types, and that Focus on Form and Focus on Forms interventions result in equivalent and large effects. Further findings suggest that the effectiveness of L2 instruction is durable and that the type of outcome measures used in individual studies likely affects the magnitude of observed instructional effectiveness. Generalizability of findings is limited because the L2 type-of-instruction domain has yet to engage in rigorous empirical operationalization and replication of its central research constructs. Changes in research practices are recommended to enhance the future accumulation of knowledge about the effectiveness of L2 instruction.