实证评估词汇知识深度对阅读理解的影响

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3.0 赵德峰 2024-11-19 4 4 803.38KB 92 页 15积分

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ACKNOWLEDGEMENTS

I would like to thank all the people whose intellectual and personal supports have

made it possible for me to undertake the research and complete this thesis.

Among those to whom I am indebted, special thanks first and foremost go to

Professor Lv Le, my respectable supervisor, who has patiently helped me with my thesis

writing and provided me with valuable advice and inspiration of new ideas. Her careful

guidance and instructions throughout my study as well as her consistent encouragement

contributes a great deal to the completion of the thesis.

I would also like to express my deep appreciation to Professor John Read, the

distinguished language testing expert from Victoria University of Wellington, New

Zealand, who has offered me the latest information and helped me a lot with the test

designing for my thesis.

Thanks also go to all the distinguished professors in the College of Foreign

languages, USST. All the academic knowledge they have imparted me is of great help

to my research as well as to my future career.

I am also thankful for the help from my former associates and their students for

their contribution to this study. They have offered invaluable information to me in the

experiments.

Last but not the least, I would like to express my gratitude to my dear parents and

my husband who are always behind me and give me constant encouragement and

support whenever I am in difficulties.

ABSTRACT

With the renewed research interest in vocabulary teaching, the importance of

vocabulary knowledge to reading comprehension has been widely recognized.

Drawing on the framework of vocabulary knowledge by Nation, Qian’s framework

of in-depth vocabulary knowledge and his reading model, the present research has

explored correlations between Chinese intermediate-level EFL learners’ vocabulary

knowledge (in both breadth and depth dimensions) and their reading performance, and

especially the effects of in-depth vocabulary knowledge on reading comprehension.

The breadth of vocabulary knowledge (BVK) of the 40 subjects from Anhui

University of Science and Technology is measured by VST, their depth of vocabulary

knowledge (DVK) by a revised WAT and a self-designed MKT, and their reading

proficiency by the reading test in CET 6. The scores are computed and analyzed by

SPSS13.0.

The empirical findings indicate significant correlations between BVK and DVK,

each of which has a great influence on readers’ reading performance, and both

dimensions can predict reading proficiency. To intermediate-level EFL learners, DVK is

a stronger predictor of their reading proficiency. Within the depth dimension, the two

subcomponents, lexical meaning and collocation, affect reading comprehension

significantly, with the former having greater impact, while the morphological

knowledge does not influence reading comprehension to a significant extent.

The present research has both theoretical and practical significance. Testing

instruments of in-depth vocabulary knowledge are revised or designed to better assess

vocabulary knowledge of Chinese intermediate-level ESL learners. It is also hoped that

the findings shed light on further research on vocabulary teaching in relation to the

enhancement of reading proficiency at all levels of English language learning.

Key Words: breadth of vocabulary knowledge, depth of vocabulary

knowledge, reading comprehension

iii

摘要

近年来词汇研究重新得到了重视，词汇知识对阅读理解的重要性也被广泛认

同。

借鉴前人的研究成果，本研究基于著名词汇研究专家 Nation 建立的词汇知识

框架、Qian 建立的词汇深度知识框架和阅读理解模式，从词汇的广度和深度两个

层面测试中国中等水平英语学习者的接受性词汇知识,实证评估词汇知识尤其是

词汇深度知识对阅读理解的影响。

本研究以安徽工程科技大学英语专业的 40 名二年级学生为受试者，通过词汇

量测试、词汇联想测试和词缀知识测试及大学英语六级阅读理解试题分别测量他

们的词汇知识广度、词汇知识深度和阅读理解水平。研究以受试者测试成绩作为

原始数据，利用 SPSS 13.0 进行处理分析。

研究结果表明，中等水平英语学习者的词汇知识在广度和深度两个维度上显

著相关；词汇深度和词汇广度与阅读能力显著相关；二者都显著影响阅读能力，

都能预测学习者的阅读水平。其中，词汇深度的影响力更为显著，预测能力更强。

在词汇深度方面，词义对阅读能力的影响最为显著，词汇搭配知识次之，而词缀

知识对阅读则不产生显著影响。

本项研究的意义在于研究者自行设计了部分词汇深度测试工具，其信度和效

度得到了验证，从而客观评估了中国中等水平英语学习者的词汇深度知识水平，

并有效评估了深度知识对阅读理解的影响。研究结果对英语词汇和阅读教学具有

一定的启发意义。

关键词：词汇知识广度词汇知识深度阅读理解

List of Figures

Figure 2.1 VLT Test Format (Nation, 1990)................................................................................ 14

Figure 2.2 VKS by Wesche & Paribakht (1996)..........................................................................15

Figure 2.3 WAT by Read (1998）................................................................................................17

Figure 3.1 Hu & Nation’s Triangle Model (2000).......................................................................24

Figure 3.2 Reading Model proposed by Qian (1998) .................................................................. 25

Figure 4.1 A Test Item From VST ................................................................................................33

Figure 4.2 A Test Item form WAT................................................................................................35

Figure 5.1 Interrelations among Vocabulary Breadth, Depth and Reading Comprehension ...... 55

List of Tables

Table 2.1 Nation’s Elaborated Framework of Vocabulary Knowledge (2001, p. 26)................... 7

Table 3.1 Three Dimensions of Vocabulary Testing (Read, 2000, p. 9)......................................28

Table 4.1 Description of the 40 Subjects..................................................................................... 31

Table 4.2 MKT Target Words and Frequency Distribution......................................................... 36

Table 5.1 Descriptive Statistics of VST, WAT, MKT and RC ..................................................... 40

Table 5.2 Reliability of WAT and MKT .......................................................................................41

Table 5.3 Independent Samples Test ............................................................................................41

Table 5.4 Correlations between scores on VST and DVK...........................................................43

Table 5.5 Correlations between scores on VST, DVK and RC ................................................... 44

Table 5.6 Correlations between LM, COL, MKT and RC ...........................................................44

Table 5.7 Model Summary of Multiple Regression Analysis of VST, DVK and RC................. 46

Table 5.8 Coefficients of Multiple Regression Analysis of VST, DVK and RC.........................46

Table 5.9 Model Summary of Multiple Regression Analysis of DVK, VST and RC.................47

Table 5.10 Coefficients of Multiple Regression Analysis of DVK, VST and RC.......................47

Table 5.11 Model Summary of Multiple Regression Analysis of DVK (LM, COL, MK) and RC

.............................................................................................................................................. 48

Table 5.12 Coefficients of Multiple Regression Analysis of DVK (LM, COL, MKT) and RC. 48

List of Abbreviations

BNC: British National Corpus

BVK: Breadth of Vocabulary Knowledge

CET 6: College English Test Band 6

COL: Collocation

DVK: Depth of Vocabulary Knowledge

EFL: English as a Foreign Language

ESL: English as a Second Language

L1: First Language

L2: Second Language

LM: Lexical Meaning

MKT: Morphological Knowledge Test

RC: Reading Comprehension

SLA: Second Language Acquisition

TEM 4: Test for English Majors Band 4

VLT: Vocabulary Levels Test

VKS: Vocabulary Knowledge Scale

VST: Vocabulary Size Test

WAT: Word Association Test

vii

CONTENTS

ACKNOWLEDGEMENTS...............................................................................................i

ABSTRACT..................................................................................................................... ii

摘要 ............................................................................................................................... iii

List of Figures..................................................................................................................iv

List of Tables.....................................................................................................................v

List of Abbreviations....................................................................................................... vi

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

1.1 Significance of Vocabulary Research in SLA ..........................................................................1

1.2 Significance of Vocabulary knowledge in L2 Reading............................................................2

1.3 Significance of the Present Study ............................................................................................ 2

1.4 Structure of the Thesis ..............................................................................................................3

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

2.1 Conceptual Frameworks of Vocabulary Knowledge............................................................... 5

2.1.1 Richard’s Framework of Vocabulary Knowledge.........................................................5

2.1.2 Nation’s Framework of Vocabulary Knowledge ...........................................................6

2.1.3 Three Dimensions of Lexical Competence by Henrisken ............................................ 8

2.1.4 Four Dimensions of Vocabulary Knowledge by Qian ..................................................9

2.2 Two Dimensions of Vocabulary Knowledge: Breadth and Depth...........................................9

2.2.1 Previous Research on Breadth of Vocabulary Knowledge .........................................10

2.2.2 Previous Research on Depth of Vocabulary Knowledge ............................................ 11

2.2.2.1 Research on Defining Depth of Vocabulary Knowledge.................................11

2.2.2.2 Empirical Research on Depth of Vocabulary Knowledge ............................... 12

2.3 Measurement of Vocabulary Knowledge ...............................................................................13

2.3.1 Measurement of Breadth of Vocabulary ..................................................................... 13

2.3.2 Measurement of Depth of Vocabulary ........................................................................ 15

2.3.2.1 Vocabulary Knowledge Scale .......................................................................... 15

2.3.2.2 Word Association Test......................................................................................16

2.4 Previous Research on the Relationship between Vocabulary Knowledge and Reading

Comprehension.............................................................................................................................17

2.4.1 Research on the Relationship between Breadth and Reading Comprehension.........18

2.4.2 Research on the Relationship between Depth and Reading Comprehension.............18

2.4.3 Limitations of the Previous Research ......................................................................... 19

Chapter Three Conceptional Construction of the Study................................................. 21

3.1 Three Models on Vocabulary—Reading Links ......................................................................21

3.1.1 Instrumentalist Model ................................................................................................. 21

3.1.2 General Aptitude Model ..............................................................................................22

3.1.3 General Knowledge Model ......................................................................................... 22

3.2 Qian’s Model of L2 Reading Process .................................................................................... 24

3.3 Language Threshold for Reading ...........................................................................................26

3.4 Three Dimensions of Vocabulary Measures .......................................................................... 27

Chapter Four The Empirical Study................................................................................. 30

viii

4.1 Research Questions of the Study ........................................................................................... 30

4.2 Subjects ...................................................................................................................................31

4.3 Instruments ............................................................................................................................. 31

4.3.1 Background Questionnaire ..........................................................................................32

4.3.2 Vocabulary Size Test (VST) ........................................................................................32

4.3.3 Word Association Test (WAT).....................................................................................33

4.3.3.1 Selection of Stimulus Words............................................................................34

4.3.3.2 Design of the Association Words and Distractors ........................................... 34

4.3.4 Morphological Knowledge Test (MKT) ..................................................................... 35

4.3.4.1 Selection of Target Words................................................................................36

4.3.4.2 Description of the Test Item.............................................................................36

4.3.5 Reading Comprehension Test (RC)............................................................................ 37

4.4 Testing Procedure ...................................................................................................................37

4.5 Scoring ....................................................................................................................................38

4.6 Data Analysis ..........................................................................................................................39

Chapter Five Results and Discussion..............................................................................40

5.1 Results of VST, WAT, MKT, RC ............................................................................................40

5.1.1 Descriptive Statistics of VST, WAT, MKT and RC .................................................... 40

5.1.2 Reliability of WAT and MKT ......................................................................................40

5.1.3 Item Analysis of WAT ................................................................................................. 41

5.2 Results of Interrelation Analysis............................................................................................43

5.2.1 Pearson Correlation Analysis......................................................................................43

5.2.1.1 Correlation between VST and DVK ................................................................43

5.2.1.2 Correlation among VST, DVK and RC ........................................................... 44

5.2.1.3 Correlation between DVK (LM, COL, MKT) and RC................................... 44

5.2.2 Multiple Regression Analysis..................................................................................... 45

5.2.2.1 Multiple Regression Analysis of VST, DVK and RC......................................45

5.2.2.2 Multiple Regression Analysis of DVK (LM, COL, MKT) and RC ................47

5.3 Discussion .............................................................................................................................. 48

5.3.1Correlation between Vocabulary Breadth and Vocabulary Depth............................... 49

5.3.2 Relationship between Vocabulary Knowledge and Reading Proficiency.................. 50

5.3.2.1 Vocabulary Breadth and Reading Proficiency.................................................50

5.3.2.2 Vocabulary Depth and Reading Proficiency....................................................51

5.4 Summary................................................................................................................................ 54

Chapter Six Conclusion.................................................................................................. 56

6.1 Findings of the Empirical Study............................................................................................ 56

6.2 Pedagogical Implications....................................................................................................... 57

6.2.1 Suggestions for EFL Classroom Teaching..................................................................57

6.2.2 Suggestions for EFL Textbooks..................................................................................58

6.3 Reflections and Further Suggestions ......................................................................................59

Appendix I Background Questionnaire.......................................................................... 61

Appendix II Vocabulary Size Test...................................................................................62

Appendix III Word Association Test...............................................................................73

Appendix IV Morphological Knowledge Test................................................................77

REFERENCES............................................................................................................... 79

在读期间公开发表的论文 .............................................................................................84

Chapter One Introduction

1.1 Significance of Vocabulary Research in SLA

As Wilkins, D.A. has pointed out, “Without grammar, little can be conveyed,

without vocabulary, nothing can be conveyed” (1972, p.111). Vocabulary is an essential

building block and information carrier of language. Therefore, expanding vocabulary

has become one of the fundamental goals for students especially those learning English

as a second language or a foreign language. Meanwhile, L2 researchers and teachers

have realized the importance of vocabulary knowledge. In L2 teaching and research

“vocabulary knowledge is accepted as a fundamental component of second language

proficiency” (Read, 1997, p.303).

In the past two decades or so, attention has been drawn to vocabulary acquisition in

second language research. Recent researches on vocabulary mainly focus on three fields.

Firstly，many studies focus on L2 vocabulary acquisition. Researchers have carried out

various studies on L2 vocabulary learning and teaching such as vocabulary learning

tasks, learning strategies （e.g. Nation, 1999,2001; Schmitt, 2000 ）and incidental

vocabulary acquisition through reading (e.g. Laufer & Hulstijn, 2001; Pulido, 2003).

Secondly, the research oriented to L2 mental lexicon is thriving. Singleton (1999), one

of the researchers in this field, emphasizes the importance of structure and connectivity

in the lexicon and the dynamic nature of lexical processing. His study focuses on

interpreting vocabulary acquisition process based on a broad philosophy of vocabulary

acquisition. Finally, vocabulary assessment is now a prosperous topic in applied

linguistics. For example, Read (2000) and Nation (2001) have put forward theories

concerning vocabulary testing, and have proposed and validated their testing

instruments measuring various aspects of vocabulary knowledge. Furthermore, based on

his empirical research, Nation has refined the framework of vocabulary knowledge.

On the whole, the current research of L2 vocabulary has shed new light on SLA

research and teaching; yet, many topics still remain to be further explored in this field.

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iACKNOWLEDGEMENTSIwouldliketothankallthepeoplewhoseintellectualandpersonalsupportshavemadeitpossibleformetoundertaketheresearchandcompletethisthesis.AmongthosetowhomIamindebted,specialthanksfirstandforemostgotoProfessorLvLe,myrespectablesupervisor,whohaspatientlyhelpedmewithmythesiswritingandprovide...

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