阅读词汇知识发展的实证研究

An Empirical Study on the Development of Reading Vocabulary

本研究通过55名非英语专业三年级学生的直接词汇学习实验探讨了新习得词汇知识在单词、句子和篇章三个层面的不同表现,借以回答新习得的词汇知识是直接转化为阅读理解能力还是渐进式地从识别词汇知识过渡到识解词汇的问题。结果显示,(1)直接词汇习得可以有效促进认知词汇和识解词汇的增长,但两种词汇知识的增长呈现较大的个体差异;(2)识别词汇和识解词汇是阅读词汇知识连续体上的两极,新的词汇知识必须在真实语境中进行系统地深加工处理才能自动化为阅读词汇能力。

The development of reading vocabulary is quite an intricate process. Addressing the issue of whether newly-acquired lexical knowledge jumps to comprehension vocabulary knowledge or moves gradually from recognition vocabulary to comprehension vocabulary, this paper investigates the acquisitional process of reading vocabulary on word, sentence and text levels. The paired sample test results it gathers show that direct vocabulary learning has greatly fostered the growth of both recognition vocabulary and comprehension vocabulary. The linear regression statistics indicates however that the newly-learnt vocabulary lingers on the recognition level. Taking both into consideration, the paper concludes that recognition vocabulary and comprehension vocabulary are two poles on the continuum of reading vocabulary knowledge and the newly-acquired vocabulary has to be systematically and deeply processed in order to be automated into lexical competence on the comprehension level.