两篇论文整理的表格在最后！

论文 1：

EXAMINING THE EFFECT OF TASK-BASED LANGUAGE TEACHINGON UNIVERSITY BUSINESS STUDENTS IN BANGKOK研究者（年份）：

Matthew Rudd（2019）

研究主题：

Researchers compared attainments of English learners who follewed a

TBLT learning environment for one semester (16 weeks) with a control group(their previous course obtained under traditional instruction) through t-test

and other data analysis methods, and found that TBLT proved a positively

influence performance outcomes on L2 acquisition, especially in terms of

speaking skills.研究者通过 t 检验和其他数据分析方法，在一个学期（16 周）的时限内，将在 TBLT 学习环境中的英语学习者的成绩与对照组（即他们在传统教学下获得的前一门课程的成绩）进行比较，发现TBLT 对二语习得的表现结果有积极影响，尤其是在口语能力方面。

研究问题：

The fundamental research questions this paper aimed to address

the impact of TBLT on students’overall English attainments, and whether

TBLT can contribute to improving both speaking skills and formal

assessments among both male and female students of all ability levels.本文的基本研究问题旨在探讨 TBLT 对学生整体英语水平的影响，以及 TBLT 是否有助于提高所有能力水平的男女学生的口语能力和正式考试的成绩。

被试人数：

81 second-year business studies students (females = 48, males = 33)

81 名商学院二年级大学生（女性 48 名，男性33 名）研究工具（数据分析方法）：

①T-test significance testing (0.05) 显著性检验②Standard deviation 标准差

③Variability analyses 变量分析

研究结果：

① TBTL generally had a positive impact on performance outcomes whencompared to the traditional form of instruction (60.9: Grade C+ vs. 54.93:

Grade C; p 0.0195 = sig <0.05).与传统教学模式相比，TBTL 对语言习得表现结果大体产生积极影响。

② The majority of progress originated from developments in speaking skills, as

assessments in this domain improved significantly (p = <0.01) compared to formal

examinations, where no significant difference was observed (p = .324).学生的大多数进步都源于口语能力的发展，因为与正式考试相比，这一领域的评估有了显著改善（p=<0.01），而正式考试没有观察到显著差异（p=.324）。③ The results presented in Table 2 imply that neither gender technically responded

significantly to TBLT. And, higher achievements among male students in a TBLT

environment contributed to narrowing the achievement gap between genders.表 2 中的结果表明，两种性别对 TBLT 的反应都不显著。而且，在TBLT 环境中，男生的更高成绩有助于缩小性别之间的成绩差距。

论文 2：

The effects of meaning-focused pre-tasks

on beginning-level L2 writing in German: An exploratorystudy研究者（年份）：

Zsuzsanna Abrams, David R. Byrd（2017）

研究主题：

The researchers divided the experimental subjects into two groups(one

group completed collaborative, meaning-focused pre-writing tasks, while thecomparison group completed grammar-focused activities, also in pairs), aimedto examine the role of two different pre-writing task conditions on beginningL2 learners’writing. The results suggest that collaborative, meaning-focusedpre-writing tasks improved grammatical accuracy and lexical richness, as well

as the overall quality of learners’writing.研究者将实验对象分为两组（一组完成以意义为中心的合作性写作前任务，而对照组也以两人一组的方式完成以语法为中心的活动），检验两种不同的写作前任务条件对二语初学者写作的作用。研究结果表明，合作的、以意义为中心的写作前任务能够提高作文的语法准确性和词汇丰富度，并提高了学生作文的整体质量。

研究问题：

① Do complexity, accuracy, fluency, and lexical richness improve as a

result of col-laborative, meaning-focused pre-writing tasks compared to

grammar-focused pre-writing activities?

与以语法为中心的写作前活动相比，以意义为中心的合作写作前任务是否会提高复杂性、准确性、流利性和词汇丰富度？② Does a meaning-focused pre-writing task yield higher global qualityscores on learners’ writing than grammar-focused activities? If so, what

qualitative differ-ences exist between the two groups’ writing?

以意义为中心的写作前任务是否比以语法为中心的活动在学习者的写作中获得更高的整体质量分数？如果是这样的话，两组的写作在质量上有什么不同？

被试人数：

Twenty-four first-semester US learners of German (ages 18 to 24) froman intact class.来自一个完整班级的 24 名第一学期美国德语学习者（18 至24 岁）。研究工具（数据分析方法）：

① Quantitative and qualitative analysis. 定量分析和定性分析。② Four measurements: syntactic complexity, grammatical accuracy,

compositional fluency, lexicial richness.四项评估指标：句法复杂性，语法准确性，作文流畅度，词汇丰富度。研究结果：

① No difference between the two groups on syntactic complexity or fluency, but the meaning-focused group outperformed the grammar-focused group in terms of

grammatical accuracy and lexical richness.两组在句法复杂性或流利性方面没有差异，但在语法准确性和词汇丰富度方面，以意义为中心的小组优于以语法为中心的小组。

② The meaning-focused group’s writing also received significantly higher

global quality scores, which, as further analyses suggested, reflect coherence and

depth of ideas, lexical accuracy (i.e. spelling and lexical choice) and syntactic

sophistication (i.e. diverse word order, adverbs).此外，以意义为中心的群体的写作也获得了更高的整体质量分数，正如进一步的分析所表明的，这反映了思想的连贯性和深度、词汇准确性（即拼写和词汇选择）和句法复杂性（即不同的语序、副词）。

论文

题目

EXAMINING THE EFFECT OF

TASK-BASED LANGUAGE TEACHING

ON UNIVERSITY BUSINESS STUDENTS

IN BANGKOK

The effects of meaning-focused

pre-tasks on beginning-level L2 writing in German: An exploratory study

研究者

（年份）

Matthew Rudd

（2019）

Zsuzsanna Abrams, David R. Byrd

（2017）研究

主题

Researchers compared attainments of

English learners who follewed a TBLT

learning environment for one semester (16 weeks) with a control group (their previous course obtained under traditional

instruction) through t-test and other data

analysis methods, and found that TBLT

proved a positively influence performance outcomes on L2 acquisition, especially in

terms of speaking skills.研究者通过 t 检验和其他数据分析方法，

在一个学期（16 周）的时限内，将在 TBLT

学习环境中的英语学习者的成绩与对照组

（即他们在传统教学下获得的前一门课程

的成绩）进行比较，发现 TBLT 对二语习得

的表现结果有积极影响，尤其是在口语能

力方面。

The researchers divided the

experimental subjects into two

groups(one group completed

collaborative, meaning-focused

pre-writing tasks, while the comparison

group completed grammar-focused

activities, also in pairs), aimed to

examine the role of two different

pre-writing task conditions on beginning

L2 learners’writing. The results suggest

that collaborative, meaning-focused

pre-writing tasks improved grammatical accuracy and lexical richness, as well as

the overall quality of learners’writing.研究者将实验对象分为两组（一组完成以意义为中心的合作性写作前任务，而对照组也以两人一组的方式完成以语法为中心的活动），检验两种不同的写作前任务条件对二语初学者写作的作用。研究结果表明，合作的、以意义为中心的写作前任务能够提高作文的语法准确性和词汇丰富度，并提高了学生作文的整体质量。研究

问题

The fundamental research questions this paper aimed to address the impact of TBLT

on students’overall English attainments, and whether TBLT can contribute to improving

both speaking skills and formal assessments among both male and female students of all ability levels.本文的基本研究问题旨在探讨 TBLT 对学生

整体英语水平的影响，以及 TBLT 是否有助

于提高所有能力水平的男女学生的口语能

力和正式考试的成绩。

① Do complexity, accuracy, fluency, and lexical richness improve as a result of col-laborative, meaning-focused

pre-writing tasks compared to

grammar-focused pre-writing activities?

与以语法为中心的写作前活动相比，以意义为中心的合作写作前任务是否会提高复杂性、准确性、流利性和词汇丰富度？

② Does a meaning-focused pre-writing

task yield higher global quality scores on learners’ writing than

grammar-focused activities? If so, what

qualitative differ-ences exist between

the two groups’ writing?

以意义为中心的写作前任务是否比以语法为中心的活动在学习者的写作中获得更高的整体质量分数？如果是这样的话，两组的写作在质量上有什么不同？

被试

人数

81 second-year business studies students

(females = 48, males = 33)

81 名商学院二年级大学生（女性 48 名，男

性 33 名）

Twenty-four first-semester US learners of German (ages 18 to 24) froman intact class.来自一个完整班级的24 名第一学期美国德语学习者（18 至24 岁）。研究

工具

①T-test significance testing (0.05) 显著性

检验

②Standard deviation 标准差

③Variability analyses 变量分析

① Quantitative and qualitative

analysis. 定量分析和定性分析。② Four measurements: syntactic

complexity, grammatical accuracy, compositional fluency, lexicial richness.四项评估指标：句法复杂性，语法准确性，作文流畅度，词汇丰富度。研究

结果

① TBTL generally had a positive impact on

performance outcomes when compared to

the traditional form of instruction (60.9: Grade C+ vs. 54.93: Grade C; p 0.0195 = sig <0.05).与传统教学模式相比，TBTL 对语言习得表

现结果大体产生积极影响。

② The majority of progress originated from

developments in speaking skills, as assessments in

this domain improved significantly (p = <0.01) compared to formal examinations, where no

significant difference was observed (p = .324).学生的大多数进步都源于口语能力的发展，因

为与正式考试相比，这一领域的评估有了显著

改善（p=<0.01），而正式考试没有观察到显著

差异（p=.324）。

③ The results presented in Table 2 imply that neither gender technically responded significantly

to TBLT. And, higher achievements among male

students in a TBLT environment contributed to

narrowing the achievement gap between genders.表 2 中的结果表明，两种性别对 TBLT 的反应

都不显著。而且，在 TBLT 环境中，男生的更

高成绩有助于缩小性别之间的成绩差距。

① No difference between the two groups on

syntactic complexity or fluency, but the meaning-focused group outperformed the grammar-focused group in terms of

grammatical accuracy and lexical richness.两组在句法复杂性或流利性方面没有差异，但在语法准确性和词汇丰富度方面，以意义为中心的小组优于以语法为中心的小组。

② The meaning-focused group’s writing also

received significantly higher global quality

scores, which, as further analyses suggested, reflect coherence and depth of ideas, lexical accuracy (i.e. spelling and lexical choice) and

syntactic sophistication (i.e. diverse word

order, adverbs).此外，以意义为中心的群体的写作也获得了更高的整体质量分数，正如进一步的分析所表明的，这反映了思想的连贯性和深度、词汇准确性（即拼写和词汇选择）和句法复杂性（即不同的语序、副词）。