我国外语教育多模态效应生态分析

文章旨在通过元分析探讨国内多模态教学课堂对二语学习的综合影响，并据此提出外语生态课堂的构念。研究者检索并收集了2004—2018年外语类核心期刊发表的量化研究论文共33篇，文献的总样本量为4410人，独立研究39个。经对顾曰国的“角色建模语言”构念与所选文献中多模态实验效应，即自变量与因变量及其p值配对分析，结果表明:(1)目前国内多模态教学的研究主要涉及其对听、说、读和写四个技能方面，以及学生心理和学习成绩的影响，而对语言高阶思维学习的研究罕见；(2)元分析的结果揭示了多模态的正负影响，主要分歧为多模态信息接受过程中认知负荷的研究。这说明该领域仍需深入研究，以建构生态课堂。 

An Eco-analysis of the Multimodal Effects in China's EFL Education

This article explores the comprehensive impact of multimodal classroom teaching on second language learning in China through meta-analysis.We searched and collected 33 quantitative research papers published in core journals of foreign languages from 2004 to 2018,with a total sample size of 4410 and 39 independent studies.By a matching analysis of Gu Yueguo's(2007) agent-based modeling language(AML) construct and experimental effects of modalities, namely the independent variables and dependent variables and p values, the results show that:(1) the present domestic research on multimodal teaching mainly involves the four skills, viz.listening, speaking, reading and writing, as well as the effects on students'psychological and learning performance.Among them,the study of high-level thinking learning is rare.(2) The meta-analysis reveals the positive and negative effects of multimodality,and the biggest divergence lies in the study of cognitive load in the process of receiving information of multimodality.This indicates the necessity of further research and ecological classroom construction in this field.