概要写作的词汇习得效应元分析研究

The Effects of Summary Writing on Vocabulary Learning:A Meta-analysis

概要写作是一种极具实用价值的学术写作任务,可以培养二语学习者的高阶语言能力。然而,它对二语学习者词汇习得(基础语言能力)的促进作用及其影响因素尚不明确。本研究收集了32篇探讨概要写作的词汇习得效应的中、外研究文献,运用元分析方法,考察概要写作与词汇习得的关联度。结果显示:(1)概要写作优于输入任务,词汇习得的即时和延时效应量均达到大量级;(2)在输出任务中,概要写作的词汇习得效应弱于读后续写和口头复述,但优于转述;(3)任务投入量和资源指引复杂度均与概要写作的上述词汇习得效应呈显著正相关;(4)中介分析结果提示投入量在资源指引复杂度和词汇习得效应之间具有中介作用。

In English as a foreign language(EFL)teaching,summarization is an important skill in learners'academic writing.Summary writing can help foster EFL learners'higher-order language ability.However,it is unclear whether summary writing facilitates their vocabulary learning.To address this issue,we collected 32 studies involving vocabulary learning in summarization and explored the relationship between the two using meta-analysis.We have found that(1)summary writing outperformed input tasks in both immediate and delayed tests of vocabulary learning,with a large effect size;(2)summary writing was overshadowed by some output tasks,such as continuation writing and oral reproduction, but it was superior to paraphrasing;(3) involvement loadand resource-directinggcomplexityy were both positively correlated with theaforementioned effects;and (4) involvement load played a mediating role betweenresource-directing complexity and the effects of summary writing on vocabulary learning.