The use of statistics in second language acquisition (SLA) research has increased over the past 30-40 years and continues to increase in both complexity and sophistication (Gass, 2009; Loewen & Gass, 2009). The increased use of statistical procedures has drawn attention to the current state of statistical literacy among second language (L2) researchers. Statistical literacy is a critical skill to acquire on the parts of both the producers and consumers of L2 research. However, it is a relatively new research topic in the field. So, little is known regarding what factors play key roles in the development of statistical literacy. Therefore, this study attempted to investigate the predictors of statistical literacy in SLA. One hundred and twenty SLA doctoral students took a statistical background questionnaire and a discipline-specific statistics survey. A series of multiple regression analyses were conducted on the statistics survey data. The results indicated that number of statistics courses taken, quantitative research orientation, and self-training in statistics were the significant predictors of statistical literacy. In light of the findings of this study, several suggestions directed toward improving statistical literacy in the field of SLA were made.

中文翻译：

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第二语言习得中统计素养预测指标的研究

在过去的30-40年中，统计数据在第二语言习得（SLA）研究中的使用有所增加，并且在复杂性和复杂性方面都在不断增加（Gass，2009； Loewen＆Gass，2009）。统计程序的使用日益增加，引起了第二语言（L2）研究人员对统计素养现状的关注。统计素养是在L2研究的生产者和消费者方面都必须掌握的一项关键技能。然而，这是该领域中相对较新的研究主题。因此，对于哪些因素在统计素养发展中起关键作用知之甚少。因此，本研究试图调查SLA中统计素养的预测因素。120名SLA博士生参加了统计背景调查表和特定学科的统计调查。对统计调查数据进行了一系列的多元回归分析。结果表明，统计学课程的数量，定量研究的方向以及统计学的自我培训是统计学素养的重要预测指标。根据这项研究的结果，提出了一些旨在提高SLA领域的统计素养的建议。