摘要
本文是一项关于EFL环境下词汇知识的广度和深度与阅读关系的实证性研究。实验测试了84名英语专业二年级学生的词汇广度知识(接受性词汇量)和词汇深度知识(包括词义、形名搭配和动名搭配),并且收集了他们2004年TEM-4中阅读的有关数据。在运用SPSS 11.5中的相关和一次性回归的统计手段对数据进行分析处理后,本研究得出以下结论:1)词汇量、词汇深度和阅读成绩间存在高度正相关;2)词汇深度与阅读成绩的相关程度大于词汇量与阅读的相关程度;3)词汇深度对阅读成绩的预测能力强于词汇量对阅读的预测能力;4)在所调查的三类词汇深度指标中,词义和阅读的关系最密切,其次是形名搭配,但动名搭配和阅读间没有发现显著性的相关关系。
This paper reports an empirical study of the relationship between breadth of vocabulary knowledge (or VS), depth of vocabulary knowledge (DVK) and reading comprehension. Eighty-four second-year English majors' performances in a VS test, a DVK test (two parts) and the reading part of TEM-4 are collected as the original data. After the Pearson correlation and linear regression analysis, it is found: 1) VS, DVK and reading comprehension are highly, and positively correlated with one another, 2) DVK is more closely correlated with reading Comprehension than VS; 3) DVK makes more contributions to the prediction of reading comprehension than VS; 4) among all the types of DVK investigated, meanings are more closely correlated with reading, then followed by adjective-noun collocation, but no significant correlation was found between verb-noun collocation and reading comprehension.
出处
《外语教学》
CSSCI
北大核心
2006年第1期38-42,共5页
Foreign Language Education
关键词
词汇量
词汇深度
阅读
相关
VS
DVK
reading comprehension
correlations