国内二语教师口头纠错反馈实证研究25年——一项准元分析

Twenty-five years' empirical research on l2 teachers' oral corrective feedback in China: A quasi meta-analysis

本文借助元分析的方法,以国内外语类和对外汉语类核心期刊刊登的研究报告为一手资料,分析1990年1月至2015年9月我国学者对二语教师口头纠错反馈的实证研究,并着重考察实验条件下的研究概况。结果发现:国内二语教师口头纠错反馈实证研究的方法和内容均发生了重大变化;实验条件下的研究发展迅速,但在研究对象的选择、具体反馈类型的探讨、延时后测的时间、反馈效果的发现等方面都还存在一些问题。

Drawing upon meta-analytic approaches, and with the reports from key Chinese journals of foreign languages and Chinese as a second language as primary data, this article analyzes Chinese scholars＇ empirical research on second language teachers＇ oral corrective feedback from January 1991 to September 2015. In particular, it overviews the profile of existing studies in laboratory settings. It was found that Chinese scholars＇ research on second language teachers＇ oral corrective feedback has gone through substantial changes in both methods and contents. With research in laboratory settings, while enjoying a rapid development, it is also experiencing various problems, such as the choice of subjects, the investigation of specific feedback types, the timing of delayed post tests, and the findings about the effect of corrective feedback.