Abstract

This study reports on the results of a meta-analysis which investigates the effects of dictionary use on second language (L2) vocabulary acquisition, as well as the magnitude of the moderating effect of a number of moderator variables on the effectiveness of dictionary use in improving L2 vocabulary knowledge. A total of 125 effect sizes were gleaned from 44 studies, which represented 87 independent samples and included 3,475 participants. A random-effects model of the meta-analysis shows that the overall effect of dictionary use on L2 vocabulary acquisition is g = 2.10 (p < .01) for within-group studies and g = 1.03 (p < .01) for between-group studies respectively, which are both large in the domain of second language research. Subsequent moderator variable analysis reveals how treatment-related variables (timepoint, dictionary form, dictionary type, target lexical unit, vocabulary knowledge type, learning condition, and research setting), methodological variables (type of experimental design, presence of pretest, and assessment type), as well as learner-related variables (age and proficiency) might contribute to the variation across studies. Implications of the findings are discussed.

中文翻译：

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词典使用对第二语言词汇习得的影响：荟萃分析

摘要

这项研究报告了一项荟萃分析的结果，该研究调查了词典使用对第二语言（L2）词汇习得的影响，以及许多主持人变量对调节词典使用改善效果的调节作用的大小。 L2词汇知识。从44项研究中收集了总共125种效应大小，这些研究代表了87个独立样本，包括3,475名参与者。荟萃分析的随机效应模型表明，对于组内研究，字典使用对L2词汇习得的总体影响为g = 2.10（p <.01），而g = 1.03（p<.01）分别用于小组之间的研究，这在第二语言研究领域都很大。随后的主持人变量分析揭示了与治疗相关的变量（时间点，字典形式，字典类型，目标词汇单位，词汇知识类型，学习条件和研究背景），方法变量（实验设计类型，预测试的存在和评估类型）如何），以及与学习者相关的变量（年龄和熟练程度）可能会导致整个研究的差异。讨论结果的含义。