海外遊學對第二語言之學習成效:一個後設分析之研究

Abstract

本篇論文旨在透過後設分析法(meta-analysis)整合歷年來海外遊學對第二語言之學習成效相關研究，探討整體效果及不同研究特徵(研究對象、遊學情境因素及實驗設計特徵)對整體海外遊學第二語言學習成效之影響。藉由實施更嚴謹的子研究篩選機制及研究分析方法，針對兩篇相關後設分析研究進行更新及補強。為此，本論文囊括29篇自1995年至2017年間出版之相關文獻，並從其中識別九個影響變項。結果顯示海外遊學能增進第二語言之整體學習成效，尤其，語言學習者在初學階段出國修習語言課程及學科內容課程，並寄宿於當地家庭更能在海外遊學期間增進第二語言學習之成效。具有二到五年第二語言學習經驗的學生更能藉由海外遊學增進第二語言能力。除此，老師及研究員應使用多種測驗模式，以利測出不同程度學生海外遊學之語言學習成效。就國內語言學習課程而言，應著重在語言學習的最佳時長，而非過於冗長的語言學習課程，因此，每周10至20小時授課時數的半密集式國內語言學習課程是更好的選擇。The present study meta-analyzed existing empirical studies related to the effects of study-abroad language programs in second language acquisition and the moderating effects of some learner characteristics, program factors and methodological features. By establishing a more comprehensive set of inclusion and exclusion criteria and performing a series of methodological moves, the study was set out to update and complement two previous existing meta-analytic studies. To this end, all 29 primary studies published between 1995 and 2017 were retrieved and coded for nine moderator variables. The results indicated a large overall effect of study-abroad language programs. For study-abroad language learners, language acquisition is optimal when learners take formal language courses in addition to content-based courses and living with host families at their beginning proficiency level. Learners with two to five years pre-program training experience can benefit most from study-abroad language programs. In order to fully assess the linguistic gains of learners with different proficiency, teachers and researchers should employ multiple outcome measures for learners. With regard to learners’ domestic language study, language instruction should focus on the optimal length of the whole language learning rather than the prolonged instruction; hence, a semi-intensive domestic program with 10 to 20 instructional hours per week would be the better option.