How Does Vocabulary Knowledge Affect Chinese EFL Learners' Writing Quality in Web-based Settings?—Evaluating the Relationships Among Three Dimensions of Vocabulary Knowledge and Writing Quality
英语词汇量如何影响中国网络学习者的写作质量——三个维度的词汇量及写作质量之间的相关性研究(英文)
摘要
This study investigated the relationships among different dimensions of vocabulary knowledge （passive, controlled active and free active vocabulary knowledge） and how they affect EFL learners＇ writing quality. Participants were a whole class of web-based English learners （N = 31） of tertiary level in the Chinese mainland. The results show that free active （above 2000） vocabulary knowledge has a much stronger correlation with controlled active than passive vocabulary knowledge, and writing quality has a stronger correlation with free active vocabulary knowledge than with the other two dimensions of vocabulary knowledge.
网络英语学习者有其学习方式的独特性,因而学习效果与在校生亦不尽相同。本文旨在探讨中国英语网络学习者的不同维度的词汇量(被动、半主动及主动)以及写作文本质量之间的关系。本文测试对象为北京某大学网络教育学院英语专业一年级学习者(N=31)。
参考文献28
-
1Grobe,C. 1981. Syntactic maturity,mechanics,and vocabulary as predictors of quality ratings.Research in the Teaching of English,15,75-85.
-
2Henriksen,B. 1996. Semantization: A key process for vocabulary learning and use. Paper presentedat the 11th AILA World Congress. Jyvaskyla,Finland.
-
3Laufer,B. 1994. The lexical profile of second language writing: Does it change over time RELCJournal,25,21-33.
-
4Laufer,B. & Nation,I. S. P. 1995. Vocabulary size and use: Lexical richness in L2 written production.Applied Linguistics,16(3),307-322.
-
5Laufer,B. 1998. The development of passive and active vocabulary in a second language: Same ordifferent Applied Linguistics,19(2),255-271.
-
6Laufer,B. 2001. Quantitative evaluation of vocabulary: How it can be done and what it is good for.In C. Elder,A. Brown,E. Grove,K. Hill,N. Iwashita,T. Lumley,T. McNamara & K. O’Loughlin(eds.),Experimenting with Uncertainty: Essays in Honour of Alan Davies. Studies in LanguageTesting,11,241-250. Cambridge: CUP.
-
7Laufer,B. & Nation,I. S. P. 1999. A vocabulary-size test of controlled passive ability. LanguageTesting,16(1),33-51.
-
8Laufer,B. & Paribakht,T. S. 1998. The relationship between passive and active vocabularies: Effectsof language learning context. Language Learning,48,365-391.
-
9Lee,S. H. & Muncie,J. 2006. From active to passive: improving ESL learners’ use of vocabulary in apostreading composition task. TESOL Quarterly,40(2),295-320.
-
10Meara,P. 1990. A note on passive vocabulary. Second Language Research,6(7),151-154.
-
1钟志英.EFL学习者内部变量与听力语篇词块附带习得记忆的相关性研究[J].英语研究,2012,10(3):59-63.
-
2李丽.对高校英语专业学生词汇教学的思考[J].延安职业技术学院学报,2009,23(4):60-61. 被引量：2
-
3何英.课堂环境下非英语专业学生的被动词汇和主动词汇发展研究[J].北京第二外国语学院学报,2008,30(6):72-78. 被引量：2
-
4秦贻,秦哲.大学英语网络自主学习能力调查与思考[J].软件导刊,2007,6(10):157-159. 被引量：3
-
5钟志英.“面授课+网络课”模式下中国大学生英语主动与被动词汇发展的历时研究[J].外语与外语教学,2014(4):38-44. 被引量：5
-
6赵燕.大学网络英语学习者策略问题现状与分析[J].安徽文学（下半月）,2007(12):116-118.
-
7张桂萍,韩淑芹,褚美玲.中国学生课堂环境下主动词汇与被动词汇的发展——一项英语专业与非英语专业大学生的对比研究[J].现代外语,2005,28(4):374-382. 被引量：35
-
8贺学勤.词汇水平与EFL作文的关系探求[J].湖州师范学院学报,2007,29(5):103-107. 被引量：1
-
9邓博.基于教育心理学重新探讨大学英语网络学习[J].教育界（综合教育）,2014(7):182-182.
-
10郑丽萍.从目的论视角看法律英语的翻译[J].读书文摘（中）,2016(9):222-223.
