英语词汇量与阅读理解相互关系之研究13

英语词汇量与阅读理解相互关系之研究13
英语词汇量与阅读理解相互关系之研究13

英语词汇量与阅读理解相互关系之研究

作者:吴亚莉

作者单位:广东药学院外语部,广东广州

刊名:

陕西教育(高教)

英文刊名:SHAANXI JIAOYU(GAOJIAO)

年,卷(期):2009,""(5)

被引用次数:0次

参考文献(5条)

1.Coady J.T Huckin Second Language Vocabulary Acquisition 2001

https://www.360docs.net/doc/5311094259.html,nfer B.P Nation A Vocabulary-Size Test of Controlled Productive Ability 1999

3.Nation L S P Learning Vocabulary in Another Language 2001

4.Qian D D Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance:An Assessment Perspective

5.Nation P.R Waxing Vocabulary Size,Text Coverage and Word Lists 2002

相似文献(10条)

1.期刊论文潘正芹.黄斌.Pan zhengqin.Huang Bing词汇潜能开发与阅读能力的培养-桂林师范高等专科学校学报2005,19(1)

长期以来,人们总以为阅读能力取决于词汇量,其实这种提法不够准确.词汇量与阅读能力是否成正比,取决于词汇的积累过程,单纯地背单词难于相应提高阅读能力,只有通过阅读才能使词汇量与阅读能力协调发展.在阅读过程中进行词汇潜能训练,可以使学生在现有的词汇量基础上,能动地运用自己已有知识、经验和认知策略,最大限度地发挥自己的阅读能力.

2.期刊论文党丽.DANG Li试论中专学生阅读能力的培养-雁北师范学院学报2001,17(5)

阅读是学习外语的主要途径,也是基本目的之一.阅读速度慢主要是词汇量小、语法知识不扎实、阅读技能差等因素造成的.因此,只要从这几个方面下功夫,就一定能有效地提高阅读能力.

3.学位论文张学宾词汇知识和阅读理解关系的实证性研究2005

本文是一项关于词汇广度、词汇深度和阅读理解关系的实证性研究。本研究建立在Richards,Nation和Qian对于词汇知识描述的基础上,测试了受试的接受性词汇量(receptivevocabularysize),三种词汇深度即词义、形+名搭配和动+名搭配的习得情况及对阅读理解能力的影响。

本研究的主要目的是通过对英语作为外语环境下词汇广度和深度和阅读能力关系的实证性研究,探讨词汇在英语阅读中的作用,从而对词汇的广度和深度在阅读中的作用有一个更深刻的认识,以便引起人们对于词汇知识尤其是词汇深度中的词义和搭配等的重视。本研究的另一个目的是探讨词汇深度测试在研究词汇知识过程中的测试效度和信度问题,从而为以后的相关测试研究提供一些有用的信息。

本研究主要由四部分组成。首先是对于词汇知识相关的实证性研究进行文献回顾,总结和发现研究中存在的问题,从而提出本研究的研究内容。通过回顾词汇知识的理论框架和词的定义,建立本研究的词汇知识理论基础,并确定研究的变量和统计手段。然后确定研究对象,测试工具,进行实验数据的收集和整理。最后,数据处理和分析讨论,借助社会科学统计软件包SPSS(11.5版本)对原始数据进行相关、一次线性回归和多元回归分析。

本课题主要研究下列问题:1.词汇量、词汇深度和阅读能力三者间存在怎么样的相关关系?2.词汇量在多大程度上可以用来预测学生阅读能力的高低?3.词汇深度在多大程度上可以用来预测学生阅读能力的高低?4.在所调查的三种词汇深度指标中,哪种指标与学生阅读能力的关系更密切?

通过对以上问题的研究,本文得出以下结论:1.词汇量、词汇深度和阅读能力三者间存在高度的正相关关系,但相对而言,词汇深度和阅读的关系要比词汇量和阅读的关系更密切。

2.单独的词汇量只能预测阅读能力的27.7%,而单独的词汇深度则能预测阅读能力的35.2%。除了词汇量外,词汇深度能解释阅读变异中的7.5%。除了词汇深度外,词汇量只能解释阅读变异中的2.8%。因此总体上来说,对于阅读的预测来说,词汇深度比词汇量起的作用更大。

3.在所调查的三种词汇深度指标中,词义和阅读的关系最密切,其次是形名搭配,但动名搭配和阅读之间没有发现显著性的相关关系。

4.在对词汇深度测试的过程中发现,词义是形名搭配和动名搭配测试中的一个重要内容,关系也更密切。

本研究对英语词汇教学和阅读教学具有如下的指导意义:首先,从词汇教学的角度来看,词汇量是提高阅读成绩的一个重要的有效手段,但并不是唯一的手段。除词汇量外,词汇深度也是提高阅读成绩的一个重要手段,而且和阅读的关系更密切,更不容忽视。词汇的习得不仅需要扩大学习者的词汇量,而且更重要的是在这些词汇的基础上对词汇的深度知识有更深刻的习得,如词汇的一词多义、同义、反义和搭配等等。

其次,词汇习得的任务比过去我们想象的更大。学习者需要习得的词汇不仅是单个的词汇,而且还有与这些词的各种搭配词汇,特别是以动词、名词和形容词为核心的形+名搭配和动+名搭配等,除此之外还有各种习语也应该包括在内。

第三,词汇和阅读关系密切,但这种关系并非是单向的。词汇的习得可以促进阅读能力的提高,同样,阅读能力的提高也能够帮助学习者更好地习得词汇,两者是彼此依存、相互促进的关系。

第四,词汇量在提高阅读成绩中起到了重要的作用,在习得词汇的时候,应该根据词汇的使用频率确定学习的重点,即区分高频词汇和低频词汇的学习。根据Nation的研究(2001),篇章中有80%的词汇属于高频词汇。对于初中级学习者来说,熟练习得高频词汇对于流利有效的交际非常重要。

最后,论文强调了词汇深度和阅读的重要性,但并不是说词汇深度的各个方面和阅读的关系都一样密切,词汇深度的不同方面和阅读的关系也存在差异。比如,词义和部分搭配和阅读的关系比较密切。而且在学习的不同阶段上,对词汇深度的习得也不仅相同。对于初级学习者来说,词义习得比较重要,而对于高级学习者来说,搭配的习得可能更重要。

本文共分六章。第一章阐述了本研究的研究背景、意义、目的和篇章结构。第二章对词汇量、词汇深度以及两者和阅读关系的实证性研究文献进行了回顾和评述。第三章在归纳和总结词汇知识理论和词的定义研究的基础上,确定本研究的词汇知识框架、研究变量和研究中可能使用到的统计手段。第四章和第五章是本研究的核心。首先详细描述了本研究的方法和过程,然后对所得数据进行了定性和定量的分析和讨论。第六章列出了本研究的主要结论,归纳了研究结果对外语教学的具体指导意义,总结了经验教训,为进一步研究提出了建议。

本文对英语词汇的广度和深度和阅读关系的研究具有参考价值,对国内外英语词汇和阅读教学有指导意义。同时,本文的研究方法也可使用于英语的其它语言现象和其它语种方面类似的研究。

4.期刊论文钱益军阅读和扩大词汇量的关系-考试周刊2009,""(14)

人类的思维活动是借助词汇进行的,没有词汇量,就没有英语学习的基础.而词汇学习是学生学习英语的一大弱点.在英语教学中需要激发学生学习词汇的自主性,并能够通过阅读促进其词汇积累,培养其语感,提高其表达能力.所以教师要提高学生的阅读能力,以丰富学生的词汇量.

5.期刊论文李金凤关于提高高职院校商务英语专业学生阅读能力的探讨-中国科技博览2009,""(1)

笔者根据自己的实际教学经验,发现商务英语专业的学生在阅读中存在的问题主要集中在词汇量不够、阅读方法不正确、缺乏相关专业和文化知识等方面,同时并总结出了提高学生阅读能力的策略.

6.期刊论文王颖秋谈英语专业基础阶段阅读能力的提高-镇江高专学报2004,17(4)

在听、说、读、写诸方面语言技能中,阅读占有举足轻重的地位,只有培养和提高学生的阅读能力,才能有效地提高使用英语的能力.具体可采取以下措施:巩固语法知识,扩大词汇量;克服不良的阅读习惯,加强阅读技巧训练;开展广泛阅读,扩充英语背景知识.

7.学位论文王文婧大学英语阅读中猜词策略培训研究2009

本文作者对其所教的湖北财经高等专科学校非英语专业学生进行一种特殊的阅读策略-猜词策略的培训,并以此作为其研究内容。基于相关理论和研究,本研究旨在解决以下三个问题:

(1)影响猜词策略培训和使用的因素有哪些?

(2)猜词策略培训能否提高大专学生的猜词能力?

(3)哪类学生从猜词策略培训中受益最大,大词汇量学生,中等词汇量学生还是小词汇量学生?

研究者使用了定量和定性的方法获取实验数据。整个实验过程持续15周,包括学生信息调查,问卷调查,词汇量水平测试,前测,12周的猜词策略培训,课堂观察,后测以及访谈。

实验前,作者对其所教的四个班学生进行信息调查。调查中没有显著的两个班被分别确定为实验班和控制班。确定受试后,作者通过问卷了解受试在阅读中遇到生词如何处理以及对猜词的看法。然后,研究者对实验班进行两项词汇量水平测试,以此标准将他们分为3组:大词汇量组,中等词汇量组和小词汇量组,目的是了解不同词汇量水平组猜词策略培训效果有何差异。三组确定后,对实验班和控制班进行前测以了解两班猜词能力是否有显著差异。然后,对实验班进行为期12周的猜词策略培训。研究者在培训过程中进行详细地观察和记录。12周猜词策略培训结束后,对两个班进行后测,后测的形式与要求与前测一样。研究者对比两班后测结果以了解12周培训后两班的猜词能力是否有显著差异,对不同词汇量组水平组分别进行前后测比较以了解哪类词汇量水平组从培训中受益最大。访谈在实验末进行,进一步了解猜词策略培训的效果。

培训过程中,研究者发现一些因素对培训效果有影响。这些因素主要归纳为三方面:教师因素,学生因素和文本因素。通过对比实验班与控制班的前测成绩与后测成绩可以看出培训的效果。培训后,实验班学生更能有效意识和熟练使用该策略了。对不同词汇量水平组前测与后测分别比较的结果显示词汇量水平一定程度上影响猜词策略的使用。虽然不同词汇量水平学生在培训中都受益了,但词汇量大水平组从培训中受益最大。

8.期刊论文李玉娟.杜秋丽简论大学生俄语阅读能力的培养-佳木斯大学社会科学学报2002,20(6)

阅读能力的培养是大学俄语教学的重要任务.本文详细叙述了影响学生阅读能力提高的主要因素,并针对其不利因素阐明了培养阅读能力的方法和途径.

9.学位论文王喜林中学生英语词汇策略的研究2005

根据国家英语课程标准,高中英语教学的主要目标就是培养学生用英语进行交际的能力,尤其是注重培养学生的阅读能力。然而,学生的英语成绩又让我们担忧,他们的词汇和阅读能力让我们怀疑他们多年来的英语学习究竟学习些什么东西。因此,笔者认为,词汇是影响阅读的一个重要因素。本文通过调查问卷和实验教学,想证实:(1)在中学阶段,有效的词汇学习策略的缺乏导致了学生词汇量的不足;(2)有效的词汇学习策略能够提高词汇记忆的效率;(3)词汇知识的增加促进阅读技巧的提高。

通过问卷调查,笔者发现高中学生英语学习成绩差的一个主要原因就是,他们缺乏有效的词汇学习策略,喜欢死记硬背。不少语言家提出了不少的记忆手段和学习策略,但是,并不受高中学生欢迎。其中的一个重要原因就是,老师也不太重视词汇学习策略的培养。

在探讨词汇的教与学后,笔者针对问卷结果进行词汇学习策略有效性实验。把122个学生分成两组,让他们同时记忆《高中英语课程标准》中的3660个词汇,同时要求控制组的学生采取平时他们所使用的方法,而实验组的则使用有效的词汇策略去记忆单词。通过一个学期的学习后,笔者对两组学生进行测试,结果表明,两组学生在词汇与阅读成绩方面有显著性差异:实验组学生成绩提高显著。因此,笔者认为,这是实验组接受词汇学习策略的结果。同时,笔者还发现,随着词汇量的增加,实验组学生能够更有效地使用阅读技巧。

因此,本文提出,在高中阶段应该重视词汇的教学与学习,教师在课堂上要有意识地培养学生的有效的词汇学习策略,促进词汇的记忆与保持,并且通过扩大学生词汇量,提高学生的英语水平。

10.期刊论文刘祥云.LIU Xiang-yun提高大学俄语阅读能力的实践与思考-黑龙江教育学院学报2007,26(3)

阅读能力的培养是大学俄语教学的重要任务.培养学生的阅读能力应贯穿于教学过程的始终,需要教师与学生紧密配合才能有效完成,二者缺一不可.

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.. A a (an) art. abandon v. ability n. able a. abnormal a. aboard prep. abolish v. abortion v. about ad. prep. above prep. a. ad. abroad ad. absence n. abrupt a. absent a. absolute a. absorb v. abstract a./ n. absurd a. abundant a. abuse v. academic a. / n. academy n. accelerate v. accent n. accept vt. access n. / v. accessible a. accident n. accommodation n. accompany v. accomplish v. according to ad. account n. accountant n. accumulate v. accuracy n. accuse v. accustomed a. ache vi.& n. achieve vt. achievement n. acid a. acknowledge v. acquaintance n. acquire v. acquisition n. acre n. across prep. act n. v. action n. active a. activity n. actor n. actress n. actual a. acute a. AD n. ad () =advertisement n. adapt v. adaptation n. add vt. addicted a. addition n. address n. adequate a. adjust v. adjustment n. administration n. admirable a. admire v. admission n. admit vt. adolescence n. adolescent n. adopt v. adore v. adult n. advance v. advantage n. adventure n. advertise vt. advertisement n. advice n. advise vt. advocate v. aeroplane n. () affair n. affect vt. affection n. afford vt. afraid a. Africa * n. African a. n. after ad. prep. conj. afternoon n. afterward(s) ad. again ad. against prep. age n. agency n. agenda n. agent n. aggression n. aggressive a. ago ad. agree v. agreement n. agricultural a. agriculture n. ahead ad. aid n. AIDS n. aim n. v. air n. aircraft n. () airline n. airmail n. airplane n. airport n.

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高考词汇专练 1. I'm afraid this painting is not by Picasso. It's only a copy and so it's _____. A. priceless B. invaluable C. unworthy D. worthless 2. The final _____ of the play will take place on Monday. A. action B. performance C. view D. sight 3. To get my travelers' checks I had to have the bank _____ a special check for the total amount. A. make up B. make out C. make for D. make up for 4. I used to be able to play well but I'm _____ now. A. out of date B. out of touch C. out of practice D. out of place 5. As soon as the children were _____, their mother got them out of bed and into the bathroom. A. woke B. waken C. wake D. awake 6. The government's strong action showed its _____ to crush the rebellion. A. energy B. brief C. determination D. encourage 7. When she heard from the hospital that her father had died, she _____ into tears. A. burst B. went C. exploded D. fell 8. _____ the English examination I would have gone to the concert last Sunday. A. In spite of B. But for C. Because of D. As for 9. People who live in a small village are bound to see a good _____ of each other. A. sum B. quantity C. deal D. amount 10. They always kept on good _____ with their next-door neighbors for the children's sake. A. friendship B. relations C. relatives D. terms 11. The generation _____ makes it difficult for parents to understand their children's opinions. A. division B. gap C. separation D. valley 12. If the boy had _____ the dog alone it wouldn't have bitten him. A. set B. left C. had D. put 13. I hope my teacher will take my recent illness into _____ when judging my examination. A. regard B. account C. thought D. observation 14. Roses are quite _____ flowers in English gardens. A. ordinary B. common C. usual D. general 15. We can't _____ one to change the habits of a lifetime in a short time. A. hope B. wait C. expect D. imagine 16. Jack is good, kind, hard-working and intelligent. _____, I can't speak too highly of him. A. As a result B. By the way C. In any case D. In a word 17. When I took his temperature, it was two degrees above _____. A. average B. ordinary C. regular D. normal 18. He has left his book here on _____, so that you can read it. A. purpose B. design C. aim D. meaning 19. The open university was started in order to help those who _____ having a university education when they were young. A. stopped B. failed C. missed D. paused 20. His _____of the aeroplane was correct in every detail and could really fly. A. shape B. pattern C. design D. model 21. It isn't so much whether he works hard; the question is whether he works _____. A. above all B. in all C. at all D. after all 22. Mary had taken _____ to see that her guests had everything that they could possibly want. A. efforts B. pains C. attempts D. advantage 23. Comrade Li Dazhao, _____ librarian of Beijing University, was one of the founders of the Chinese Communist Party. A. sometimes B. sometime C. some time D. some times 24. Alice was very sorry to hear that her grandmother had _____ two days before. A. broken off B. passed off C. given away D. passed away 25. Radar enables the pilot of an airliner to take off, fly and land in _____. A. danger B. comfort C. continuity D. safety 26. Our Party has always devoted great attention to raising the living _____ of the working people. A. cost B. situation C. level D. standard 27. It was _____ by the railway board that the cost of rail fares would be increased by ten percent. A. noticed B. stated C. suggested D. noted 28. I _____ her not to walk on the thin ice but she would not listen to me.

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