阅读理解与词汇能力关系及其教学启示

Exploring the Relationships between Reading Comprehension and Vocabulary Ability and Their Instructional Implications

通过对阅读理解和词汇能力关系的探讨,在单向关系方面,引入了四种假说:工具性假说、背景知识假说、天赋假说、可及性假说;相互关系方面,讨论了阅读量、阅读理解以及词汇知识之间的关系,同时,注意了"元语言意识"在阅读中的重要作用。并就所述提出相应的教学建议,旨在提高英语教学水平。

This paper discusses the specific relationships between reading comprehension and vocabulary ability, de- limiting the two relationships：casual relationship and reciprocal relationship. As for casual relationship, The Instru- mental Hypothesis ,The Knowledge Hypothesis ,The Aptitude Hypothesis as well as The Access Hypothesis are intro- duced. As far as the reciprocal relationship is concerned, the relationships among Vocabulary, Volume of Readingand Reading Comprehension are discussed. Meanwhile, metalinguistic awareness being crucial to reading compre- hension should be allocated much attention. Then, their instructional implications are discussed as well so as to improve the English pedagogical quality.