Abstract
This paper will test the vocabulary breadth knowledge and the vocabulary depth knowledge of the English learners under the vocabulary knowledge framework of Nation (2001) and three lexical hypothesis theory of Henriksen (1999). Importantly, this paper will study how the vocabulary breadth knowledge and the vocabulary depth knowledge play the role in the English reading comprehension. Study results also showed that the vocabulary breadth knowledge in the four forms of positive memories form have the strongest predictive power of reading and vocabulary depth knowledge in lexical meaning better than matching to predict the learner's reading abilities.
Keywords：Vocabulary breadth knowledge;      Vocabulary depth knowledge;      Reading comprehension

摘要
本文主要以著名詞匯研究專家Nation建立的詞匯知識框架與Henriksen的三維度詞匯假說為理論基礎(chǔ)構(gòu)建理論框架，旨在探討高中生詞匯知識的廣度和深度與閱讀理解的關(guān)系。本文將研究詞匯廣度知識和詞匯深度知識在英語閱讀理解中的作用。文章研究結(jié)果還表明，在詞匯廣度知識的四個樣態(tài)中積極回憶樣態(tài)對閱讀有最強的預(yù)測力，而詞匯深度知識中的詞匯意義比搭配更能預(yù)測學(xué)習(xí)者的閱讀能力。
關(guān)鍵詞：詞匯廣度知識；詞匯深度知識；閱讀理解

Contents
1. Introduction…………………………………………………………………………1
2. Literature Review…………………………………………………………………...1
    2.1 Literature Review………………………………………………………….....1
    2.2 Definition of breadth and depth of vocabulary………………………....…....3
    2.3 Breadth measurement and depth evaluation of vocabulary……………...…...4
2.3.1 Breadth measurement…………………………………...…………...4
2.3.2 Depth evaluation of vocabulary……………………………..……....4
3. Methodology…………………………………………………………….............….6
3.1 Research questions……………………………………........………………...6
3.2 Research subjects…………….………………………......…….…………….7
3.3 Tests……..…………………………………………………….........….….… 8
3.3.1 Vocabulary breadth knowledge test……………………….................8
3.3.2 Vocabulary depth knowledge test…………………….............……...9
3.3.3 Reading comprehension test……………………..........….…...……..9
3.3.4 Testing process……………………………….....……….…………10
4. Results and Discussion…………………………………………………….........…10
    4.1 Analysis of experimental data……………………………….........….……..10
    4.2 Discussion of experimental data…………………………….........….……..16
5. Conclusion……………………………………………………………...........….…17
References………………………………………………………………....……...….18
 
Effects of Vocabulary Knowledge of Senior high Students on their Reading Comprehension

1. Introduction

Vocabulary is the cornerstone. In recent years, theory and empirical research on the second language vocabulary has become a new trend of vocabulary study. Apart from the vocabulary (the vocabulary breadth knowledge), researchers have been trying to more deeply explore and measure vocabulary knowledge on multiple dimensions, such as the vocabularybreadth knowledge and vocabulary depthknowledge.
Meanwhile, theresearchers have studied the relationships between the dimensions of vocabulary knowledge and comprehensive language abilities or individual skills in listening, speaking, reading and writing. For learners of English as a second language, there is no doubt that vocabulary knowledge plays an important role in the English reading. The essential relationship between the vocabulary knowledge and reading comprehension ability has no conclusion because the confines of the development of vocabulary knowledge and testing tools and other factors.

5 Conclusion

According to the test results, the following conclusions are as followings.

The relationship among the vocabulary breadth knowledge, the vocabulary breadth knowledge and the reading comprehension is positive correlation which demonstrate the vocabulary breadth knowledge plays an important role in reading comprehension.
There is a significant correlation between the vocabulary breadth knowledge and the vocabulary depth knowledge. This result suggests that the relationship between the vocabulary breadth knowledge and the vocabulary depth knowledge is very close. The relationship in the two dimensions of the vocabulary knowledge is also relying on each other.

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本文編號：554520