【摘要】：近年來，國(guó)內(nèi)外學(xué)者對(duì)英語(yǔ)詞匯知識(shí)與閱讀理解能力之間的關(guān)系進(jìn)行了大量研究，但是將漢語(yǔ)作為第二語(yǔ)言，對(duì)漢語(yǔ)二語(yǔ)學(xué)習(xí)者的詞匯知識(shí)與閱讀理解能力之間的關(guān)系的研究還比較少。本文對(duì)漢語(yǔ)詞匯知識(shí)與非母語(yǔ)漢語(yǔ)學(xué)習(xí)者閱讀理解能力的相關(guān)性進(jìn)行研究，以期為這方面的研究提供參考。并幫助不同閱讀理解水平漢語(yǔ)二語(yǔ)學(xué)習(xí)者找到合適的提高閱讀理解水平的方法，同時(shí)幫助他們找到合適的詞匯習(xí)得方式。 本文研究問題為：1.不同閱讀理解水平漢語(yǔ)二語(yǔ)學(xué)習(xí)者詞匯知識(shí)的詞匯量與詞匯深度間的相關(guān)性如何？有何不同？2.不同閱讀理解水平漢語(yǔ)二語(yǔ)學(xué)習(xí)者的詞匯量與閱讀理解水平間相關(guān)性有何不同？3.詞匯深度的各個(gè)維度對(duì)不同閱讀理解水平漢語(yǔ)二語(yǔ)學(xué)習(xí)者閱讀理解能力的預(yù)測(cè)度有何不同？ 對(duì)數(shù)據(jù)進(jìn)行皮爾遜相關(guān)分析和多元回歸分析之后，得到以下研究結(jié)果：1)就詞匯量與詞匯深度的關(guān)系而言，低分組詞匯量與詞匯深度之間存在高度正相關(guān)關(guān)系，其次是中分組，而高分組詞匯量與詞匯深度之間的相關(guān)性不具顯著性。2)就詞匯量與閱讀理解水平的關(guān)系而言，詞匯量對(duì)低分組的閱讀理解行為影響最大，其次是中分組，對(duì)高分組的影響最小且不具顯著性。3)就詞匯深度各維度對(duì)閱讀理解水平的預(yù)測(cè)度而言，，近義詞對(duì)高分組閱讀水平的預(yù)測(cè)度最高，多義詞對(duì)中分組閱讀水平的預(yù)測(cè)度最高，多義詞與詞語(yǔ)搭配對(duì)低分組閱讀水平的預(yù)測(cè)度最高。 以上結(jié)果表明：要提高閱讀理解能力，高分組應(yīng)主要加強(qiáng)對(duì)近義詞的掌握，中分組的學(xué)習(xí)者應(yīng)擴(kuò)大詞匯量并加強(qiáng)對(duì)多義詞的掌握程度，低分組的學(xué)習(xí)者應(yīng)擴(kuò)大詞匯量并加強(qiáng)對(duì)多義詞與詞語(yǔ)搭配的掌握程度。
[Abstract]:In recent years, scholars at home and abroad have done a lot of research on the relationship between English vocabulary knowledge and reading comprehension, but Chinese is used as a second language. There are few studies on the relationship between vocabulary knowledge and reading comprehension ability of Chinese second language learners. In this paper, the correlation between Chinese vocabulary knowledge and reading comprehension ability of non-native Chinese learners is studied in order to provide reference for this study. It also helps Chinese second language learners with different reading comprehension levels to find suitable ways to improve their reading comprehension, and at the same time to help them find suitable vocabulary acquisition methods. The research problems in this paper are as follows: 1. What is the correlation between vocabulary knowledge and vocabulary depth of Chinese second language learners with different reading comprehension levels? What's the difference? 2. What is the correlation between vocabulary size and reading comprehension level of Chinese second language learners with different reading comprehension levels? 3. How do the dimensions of vocabulary depth predict the reading comprehension ability of Chinese second language learners with different reading comprehension levels? After Pearson correlation analysis and multiple regression analysis, the following results are obtained: 1) as far as the relationship between vocabulary size and vocabulary depth is concerned, there is a highly positive correlation between low group vocabulary and vocabulary depth. The second is the middle group, but the correlation between the vocabulary size and the vocabulary depth is not significant. 2) as far as the relationship between vocabulary size and reading comprehension level is concerned, vocabulary has the greatest influence on the reading comprehension behavior of the low group, followed by the middle group. The influence on the high score group is the least and not significant. 3) in terms of the prediction degree of the vocabulary depth to the reading comprehension level, the synonym has the highest prediction degree to the high group reading level, and the polysemous word has the highest prediction degree to the middle group reading level. Polysemous words and word collocation have the highest prediction of low group reading level. The above results show that in order to improve the reading comprehension ability, the high score group should mainly strengthen the mastery of synonyms, and the learners in the middle group should expand their vocabulary and strengthen their mastery of polysemous words. Low-score learners should expand their vocabulary and strengthen their mastery of polysemy and word collocation.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H19

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