Abstract Holistic study of grammar instruction is needed not only to establish the effectiveness of pedagogical techniques, but to determine when, and in what way, they should be utilized. Within a meta-analysis of 33 experimental studies, external stimuli impacting the language learner (scope of instruction, input or output enhancement, frequency of treatment, and EFL/ESL context) were concomitantly considered alongside cognitive factors (grammatical complexity and language proficiency). Results of linear regression revealed that the selected causal factors collectively explain more than 40 % of variability in the effectiveness of pedagogical techniques for English grammar production. Study further suggests that grammar emphasis with a limited scope may be more effective; input enhancement may be more effective with grammatical features that are less essential for communication (redundant, systematic, and less salient features such as past -ed); output enhancement may be more effective with grammatical features that have many salient lexical forms (e. g., past irregular); and learners in EFL contexts can benefit more from grammar instruction.

中文翻译：

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通过对过去研究的综合分析来学习改进语法教学

摘要 语法教学的整体研究不仅需要建立教学技术的有效性，而且还需要确定何时以及以何种方式使用它们。在对 33 项实验研究的元分析中，影响语言学习者的外部刺激（教学范围、输入或输出增强、治疗频率和 EFL/ESL 上下文）与认知因素（语法复杂性和语言能力）一起被考虑在内。线性回归的结果表明，选定的因果因素共同解释了英语语法生成教学技术有效性的 40% 以上的可变性。研究进一步表明，在有限范围内强调语法可能更有效；对于交流不太重要的语法特征（冗余、系统和不太显着的特征，例如过去式），输入增强可能更有效；对于具有许多显着词汇形式（例如，过去不规则）的语法特征，输出增强可能更有效；EFL 环境中的学习者可以从语法教学中受益更多。