近期的閱讀理解研究多基于閱讀理解多成份觀理論視域。根據(jù)該理論,閱讀是一種包含多種認知和語言技能成分的復(fù)雜認知過程。閱讀理解過程的解讀不僅需要探究各個閱讀能力成份的單獨作用,還需要了解其互動機制。本研究聚焦于詞匯知識和工作記憶這兩個重要的閱讀能力成份,考察它們對中國成人英語學(xué)習(xí)者閱讀理解能力的單獨作用及其交互性影響。本研究的選題主要基于如下三個方面的原因。第一,國內(nèi)外同類研究多聚焦于詞匯知識或者工作記憶對閱讀理解的單獨貢獻,同時包含兩個變量且對其單獨和交互性作用進行綜合性考察的多維度研究尚不多見。第二,雖然國內(nèi)外有關(guān)詞匯知識和閱讀理解關(guān)系的研究較為豐富,然而由于詞匯知識的多維性特性,其與閱讀理解的關(guān)聯(lián)本質(zhì)仍需進一步探究。其一,關(guān)于詞匯知識深度在閱讀理解中的作用,已有研究結(jié)論不盡一致;其二,已有研究多聚焦于詞匯知識的陳述性范疇,即詞匯知識的寬度和深度,而對于詞匯知識的程序性范疇,即詞匯知識的流利度(詞匯知識的提取速度)鮮有關(guān)注。第三,二語閱讀研究中,關(guān)于工作記憶和閱讀理解關(guān)系的研究數(shù)量不多,且存在一定的局限性。多數(shù)研究要么將閱讀理解表征為一個整體構(gòu)念,忽略其層級性本質(zhì)特征,要么僅考察工作記...

【文章頁數(shù)】：209 頁

【學(xué)位級別】：博士

【文章目錄】：
中文摘要
English Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
        1.2.1 Theoretical significance
        1.2.2 Methodological significance
        1.2.3 Pedagogical significance
    1.3 Organization of the Dissertation
Chapter Two Literature Review
    2.1 Theoretical Background
        2.1.1 Vocabulary knowledge theories
            2.1.1.1 Vocabulary knowledge framework
            2.1.1.2 Dimensions of vocabulary knowledge
            2.1.1.3 Theories of vocabulary knowledge in reading comprehension
        2.1.2 Working memory theories
            2.1.2.1 Definition of working memory
            2.1.2.2 The multi-component model of working memory
            2.1.2.3 The embedded-process model of working memory
            2.1.2.4 The model of long-term working memory
        2.1.3 Reading comprehension theories
            2.1.3.1 Literal and inferential reading comprehension
            2.1.3.2 The Capacity Constrained Reader model of reading comprehension
            2.1.3.3 The Construction-Integration model of text comprehension
    2.2 Empirical Studies
        2.2.1 Vocabulary knowledge in reading comprehension
            2.2.1.1 Studies on vocabulary knowledge in L1 reading comprehension
            2.2.1.2 Studies on vocabulary knowledge in L2 reading comprehension
        2.2.2 Working memory in reading comprehension
            2.2.2.1 Studies on working memory in L1 reading comprehension
            2.2.2.2 Studies on working memory in L2 reading comprehension
        2.2.3 Relationship between vocabulary knowledge and working memory
        2.2.4 Vocabulary knowledge and working memory in reading comprehension
            2.2.4.1 Vocabulary knowledge and working memory in L1 readingcomprehension
            2.2.4.2 Vocabulary knowledge and working memory in L2 readingcomprehension
    2.3 Summary of Theoretical Background and Empirical Studies
        2.3.1 Summary of theoretical background
        2.3.2 Summary of empirical studies
    2.4 Unsettled Issues and Research Questions
        2.4.1 Gaps in the literature
            2.4.1.1 Gaps in the relationship between vocabulary knowledge and L2reading comprehension
            2.4.1.2 Gaps in the relationship between working memory and L2 readingcomprehension
            2.4.1.3 Gaps in the interaction of vocabulary knowledge and workingmemory in L2 reading comprehension
        2.4.2 Research questions of the present study
Chapter Three Research Methodology
    3.1 Participants
    3.2 Instruments
        3.2.1 Vocabulary knowledge tests
            3.2.1.1 Vocabulary breadth test
            3.2.1.2 Semantic depth test
            3.2.1.3 Morphological depth test
            3.2.1.4 Vocabulary fluency test
        3.2.2 Working memory capacity test
        3.2.3 Reading comprehension test
    3.3 Data Collection Procedures
    3.4 Data Analysis Procedures
        3.4.1 Analysis of vocabulary knowledge and reading comprehension
        3.4.2 Analysis of working memory and reading comprehension
        3.4.3 Analysis of vocabulary knowledge, working memory and readingcomprehension
    3.5 Summary
Chapter Four Results and Discussion
    4.1 Relationship between Vocabulary Knowledge and Reading Comprehension
        4.1.1 Correlation between vocabulary knowledge and reading comprehension
        4.1.2 Vocabulary knowledge as direct predictors
        4.1.3 Vocabulary knowledge as indirect predictors
            4.1.3.1 Morphological depth as indirect predictor
            4.1.3.2 Lexical fluency as indirect predictor
    4.2 Relationship between Working Memory and Reading Comprehension
        4.2.1 Correlation between working memory and reading comprehension
        4.2.2 Relationship between the processing and storage components of workingmemory
        4.2.3 Correlation between the processing and storage components of workingmemory and reading comprehension
    4.3 Interaction between Vocabulary Knowledge and Working Memory on ReadingComprehension
        4.3.1 Correlation between vocabulary knowledge and working memory
        4.3.2 Vocabulary mediating effects on the relationship between working memoryand reading comprehension
    4.4 Summary
Chapter Five Conclusion of the Study
    5.1 Major Findings of the Present Study
    5.2 Implications of the Findings
        5.2.1 Theoretical implications
            5.2.1.1 Multidimensional vocabulary knowledge in reading comprehension
            5.2.1.2 Distinctive roles of working memory in the two levels of reading comprehension
            5.2.1.3 Interaction of linguistic and cognitive correlates in readingcomprehension
        5.2.2 Methodological implications
        5.2.3 Pedagogical implications
            5.2.3.1 Three dimensions of vocabulary knowledge in readingcomprehension
            5.2.3.2 Multidimensional nature of reading comprehension
    5.3 Limitations of the Study
        5.3.1 Population representation
        5.3.2 Test reliability
        5.3.3 Single measure of working memory capacity
    5.4 Recommendation for Future Research
        5.4.1 Dynamic contributions of vocabulary breadth and vocabulary depth to L2 reading comprehension
        5.4.2 Contributions of morphological knowledge to L2 reading comprehension
        5.4.3 Inclusion of other linguistic and cognitive factors
    5.5 Summary
References
Appendixes
    Appendix A Vocabulary Breadth Test
    Appendix B Semantic Depth Test
    Appendix C Morphological Depth Test
    Appendix D Vocabulary Fluency Test Sample (Block 1)
    Appendix E Reading Comprehension Test
    Appendix F Working Memory Capacity Test
攻讀博士學(xué)位期間科研成果
Acknowledgements



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