中级汉语水平学习者的阅读理解:词义通达与文本难度的作用

Reading comprehension of intermediate Chinese second language learners:The role of word meaning access and text difficulty

本研究在简单阅读观(Gough&Tunmer 1986)理论框架下,考察了解码和听力理解对中级汉语水平学习者阅读理解的相对贡献如何随着解码测量方式以及阅读材料难度的不同而发生变化的。结果发现:1)词义匹配成绩对学习者阅读理解成绩有显著的贡献;2)阅读文本的难度调节着中级汉语水平学习者词义匹配和听力理解对阅读理解的相对贡献。基于此结果,我们建议加强初中级阶段解码准确性和流畅性的教学,构建基于整合的课程,将语篇加工策略融合在听力和阅读教学中,从而实现不同技能间的互相促进与整合。

Under the theoretical framework of the simple view of reading(Gough Tunmer 1986),this study investigates how the relative contribution of decoding and listening comprehension to intermediate Chinese second language learners' reading comprehension changes with different measures of decoding and varying difficulty of reading materials.The results show that:(1) After excluding the contribution of word reading and listening comprehension,word meaning access also makes an additional contribution to reading comprehension;(2) The difficulty of reading text regulates the relative contribution of word meaning and listening comprehension to reading comprehension.Based on these results,we propose to strengthen elementary and intermediate language learners' Chinese word reading accuracy and fluency,build an integration based curriculum,and integrate discourse processing strategies into listening and reading teaching,so as to realize the mutual promotion of listening and reading skills.