中国英语学习者词汇知识与二语综合能力的相

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摘要

过去的三十年间，不管是在第一语言习得还是第二语言习得的研究领域，词汇

知识已成为语言综合能力的重要组成部分。为了揭示词汇知识在二语综合能力中

的作用，许多语言学家做了各种各样的相关性实证研究。但一方面他们的结论不

尽相同，另一方面对于中国二语学习者的研究仍然很少。因此，把重点放在对词

汇知识与中国英语学习者语言能力相关性的研究就显得十分迫切而且重要。本文

将从词汇知识的广度和深度两个层面对中国英语学习者语言能力相关性进行探

讨。

近年来，词汇知识被认为是一个多维度的，涵盖很多方面的综合性知识体。而

作为这个知识体最基本的两个维度，广度和深度即是本文进行研究的着力点。本

研究共有 85 名非英语专业的大学二年级学生参与，为了对他们的词汇知识和语言

综合能力的水平做有效评估，所有 85 名被试学生都进行了词汇水平测试，词汇深

度测试和语言综合能力等三个测试。之后，将三次测试的成绩输入电脑并通过

SPSS16.0 软件对其进行了描述统计，相关性，回归性和单向方差分析。最后得出

的主要结论如下：

1.词汇知识与二语综合能力之间存在显著的正相关关系，其中词汇广度与二语

综合能力的相关性系数要高于词汇深度。

2.词汇广度和深度都对二语综合能力和具体语言技能有一定的预测能力，但广

度的预测能力明显高于深度。

3.词汇知识的广度和深度之间也存在显著的正相关关系，这意味着词汇知识广

度的提高会促进深度的发展。

根据所得结论，本文提出虽然词汇的广度对提高二语综合能力起着很重要的作

用，但词汇深度知识也不应该被忽视。因此，在大学英语教学中教师应该同时将

词汇知识的广度和深度纳入其中，才能有效提高学生的二语综合能力。

关键词：词汇知识广度深度二语综合能力

Abstract

Over the last thirty years, vocabulary knowledge has been regarded as the main

component of language proficiency in both first and second language acquisition

research. To fully uncover the role of vocabulary knowledge in second language (L2)

proficiency, many linguists have done various relevantly empirical studies before. But

no agreement has been reached in their findings and few researches were made on

Chinese L2 learners. Therefore, the study on the relationship between vocabulary

knowledge and the proficiency of English as a foreign language (EFL) in Chinese

learners is of great importance and value. The present study conducts the exploration

from such two perspectives of vocabulary knowledge: breadth and depth.

There is no denying that vocabulary knowledge is believed to be a

multidimensional construct which contains various properties. As two primary

dimensions of vocabulary knowledge, breadth and depth have been treated as starting

points of this study. To estimate the vocabulary size, depth and L2 language proficiency

of learners, the Vocabulary Levels Test, Depth of Vocabulary Knowledge Test and

Language Proficiency Test were done by 85 college students who were non-English

majors. The results of three tests were put into computer and processed through SPSS

16.0 from the perspective of descriptive statistics, correlation analysis, regression

analysis and One-Way ANOVA analysis. And the major findings of the study are

demonstrated as follows:

First, there exists significant and positive correlation between vocabulary

knowledge and L2 comprehensive language proficiency, while the vocabulary breadth

has a higher correlation coefficient with language proficiency than depth does.

Second, both vocabulary breadth and depth have a predictive power upon L2

comprehensive proficiency and specific language skills. However, the predictive power

of vocabulary size is greater than depth.

Thirdly, vocabulary breadth and depth correlate with each other significantly and

positively, which means that the increase of vocabulary size can improve the depth of

vocabulary.

At last, the implication of the study is discussed. The findings from this empirical

study reveal the fact that although vocabulary size plays a very important role in L2

proficiency, depth of vocabulary knowledge should not be neglected either. Thus, the

vii

teacher should combine both of them in English teaching so as to effectively improve

the L2 comprehensive language proficiency.

Key Word: Vocabulary Knowledge, Breadth, Depth, L2 Language

Proficiency

viii

Contents

摘要 ...............................................................................................................................v

Abstract...........................................................................................................................vi

Contents........................................................................................................................viii

Chapter One Introduction.........................................................................................1

1.1 Background of the Study ..................................................................................... 1

1.2 The significance of the study ............................................................................... 2

1.3 Design of the thesis .............................................................................................. 3

Chapter Two Literature Review............................................................................... 5

2.1 The Domain of Vocabulary Knowledge ...............................................................5

2.1.1 The Word-centered Theory ........................................................................ 5

2.1.1.1 Cronbach’s Framework ....................................................................5

2.1.1.2 Richards’ Framework .......................................................................6

2.1.1.3 Nation’s Framework .........................................................................7

2.1.2 Dimensional Approach ...............................................................................9

2.1.2.1 Meara’s Theory ................................................................................ 9

2.1.2.2 Chapelle’s Theory .......................................................................... 10

2.1.2.3 Henriksen’s Theory ........................................................................ 10

2.1.2.4 Qian’s Theory .................................................................................11

2.1.2.5 Zhang and Wu’s Theory .................................................................12

2.2 The Role of Vocabulary Knowledge in L2 Proficiency ..................................... 14

2.2.1 The Role of Breadth in L2 Proficiency ....................................................14

2.2.2 The Role of Depth in L2 Proficiency .......................................................16

2.2.3 The Relationship between Depth and Breadth of Vocabulary Knowledge

...........................................................................................................................18

2.3 Measurements of Vocabulary Knowledge ......................................................... 18

2.3.1 Measurements of Vocabulary Size ........................................................... 18

2.3.2 Measurements of Depth of Vocabulary Knowledge ................................ 23

2.4 Summary of this Chapter ................................................................................... 28

Chapter Three Design and Methodology...............................................................29

3.1 Research Question ............................................................................................. 29

3.2 Subjects .............................................................................................................. 29

3.3 Instruments .........................................................................................................30

3.3.1 Breadth of Vocabulary Knowledge Test ...................................................30

3.3.2 Depth of Vocabulary Knowledge Test ..................................................... 31

3.3.3 The L2 Language Proficiency Test.......................................................... 31

3.4 Data Collection .................................................................................................. 32

3.5 Data Analysis ..................................................................................................... 32

Chapter Four Results and Discussion.................................................................... 33

4.1 Results ................................................................................................................33

4.1.1 Descriptive Statistics of VLT ................................................................... 33

4.1.2 Descriptive Statistics of DVK ..................................................................34

4.1.3 Descriptive Statistics of the Language Proficiency Test ..........................35

4.2. The Correlation Analysis .................................................................................. 36

4.3 The Regression Analysis ....................................................................................38

4.3.1 The Language Proficiency and the Vocabulary Breadth ..........................38

4.3.2 The Language Proficiency and the Vocabulary Depth .............................40

4.3.3 The Vocabulary Breadth and the Vocabulary Depth................................ 43

4.3.4 Summary of Regression Analysis ............................................................ 44

4.4 One-Way ANOVA Analysis ..............................................................................46

4.4.1 The Language Proficiency and the Vocabulary Breadth ..........................46

4.4.2 The Language Proficiency and the Vocabulary Depth .............................48

4.5 Discussion .......................................................................................................... 50

Chapter Five Conclusion, Implications & Limitations...........................................55

5.1 Conclusion ......................................................................................................... 55

5.2 Pedagogical Implications ................................................................................... 56

5.2.1 Implication for Learning .......................................................................... 56

5.2.2 Implication for Teaching .......................................................................... 57

5.3 Limitations of the Study .....................................................................................58

5.4 Suggestions for Further Research ...................................................................... 59

List of Abbreviations.....................................................................................................60

List of Tables..................................................................................................................61

List of Figures................................................................................................................61

References...................................................................................................................... 63

Appendix I..................................................................................................................... 67

Appendix II....................................................................................................................70

Appendix III.................................................................................................................. 74

在读期间公开发表的论文 ............................................................................................ 86

Acknowledgements....................................................................................................... 87

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摘要：

v摘要过去的三十年间，不管是在第一语言习得还是第二语言习得的研究领域，词汇知识已成为语言综合能力的重要组成部分。为了揭示词汇知识在二语综合能力中的作用，许多语言学家做了各种各样的相关性实证研究。但一方面他们的结论不尽相同，另一方面对于中国二语学习者的研究仍然很少。因此，把重点放在对词汇知识与中国英语学习者语言能力相关性的研究就显得十分迫切而且重要。本文将从词汇知识的广度和深度两个层面对中国英语学习者语言能力相关性进行探讨。近年来，词汇知识被认为是一个多维度的，涵盖很多方面的综合性知识体。而作为这个知识体最基本的两个维度，广度和深度即是本文进行研究的着力点。本研究共有85名非英语专业的大学二年级...

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