The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition: A Meta-Analysis
The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition: A Meta-Analysis
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加工教学和产生式教学对二语语法习得的有效性：荟萃分析
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发表时间：
2015
期刊：
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通讯作者：
Natsuko Shintani
中科院分区：
文献类型：
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作者：
Natsuko Shintani
本文报告了一个荟萃分析的42个实验，在33个已发表的研究，涉及处理指令（PI）和生产为基础的指令（PB）中使用的PI研究。PI和PB的比较有效性表明，虽然PI是更有效的接受性知识的发展比PB，PB是一样有效的生产性知识的PI。此外，PB被证明上级PI生产性知识时，两组收到相同的明确信息。调节变量分析表明：（1）PI和PB的长期效果不同;（2）PI对成人学习者的效果优于青少年学习者，而PB对两个年龄段的学习者的效果相同;（3）PI的有效性不受提供显性解释和策略培训的影响;（4）PB对接受性知识的有效性受策略培训的影响;（5）在输出测试中，当教学重点放在意义优先原则上时，PI和PB都比第一名词原则更有效，而在接受测试中没有发现差异。
This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative effectiveness of PI and PB showed that although PI was more effective than PB for developing receptive knowledge, PB was just as effective as PI for productive knowledge. Furthermore, the PB proved superior to the PI for productive knowledge when both groups received the same explicit information. The moderator analyses showed that: (i) the long term effects of PI and PB differed; (ii) PI was more effective for adults than for adolescent learners while PB was equally effective for both age groups; (iii) the effectiveness of PI was not influenced by the provision of explicit explanation and strategy training; (iv) the effectiveness of PB for receptive knowledge was influenced by strategy training; and (v) both PI and PB proved more effective in the production tests when the instruction focused on the meaning primacy principle than the first noun principle while no differences were found in the receptive tests.