詞匯知識在二語習得領域是一個頗具研究價值的課題。隨著二語詞匯習得研究的不斷深入,詞匯知識不再被認為是一個單向度的概念,而是一個多向度的框架概念。就詞匯知識對二語閱讀理解的影響而言,研究者們已經(jīng)做出了一些探索,并得出了一些重要結論。但是,這些研究在調查詞匯知識和二語閱讀關系時,對詞匯知識的操作定義過于簡化,沒有將詞匯知識的多個層面糅合在一起詳盡考察。因此,要深入探討詞匯知識的向度性及其和二語閱讀理解的關系,就需要建立更全面的詞匯知識框架。本研究考察了詞匯知識各向度（即詞匯知識廣度和詞匯知識深度）內部及之間的關系,并探索詞匯知識各向度對二語閱讀理解的預測力。具體而言,本研究主要解決以下幾個問題：1.詞匯知識廣度內部各成分間關系如何?2.詞匯知識深度內部各成分間關系如何?3.詞匯知識向度（即詞匯知識廣度和詞匯知識深度）間的關系如何?4.詞匯知識各向度對二語閱讀理解的預測力如何?（1）詞匯知識廣度對二語閱讀理解的預測力如何?（2）詞匯知識深度對二語閱讀理解的預測力如何?在本研究中,詞匯知識廣度分為接受性詞匯量和產出性詞匯量兩個層面,而詞匯知識深度分為一詞多義知識、組合知識、聚合知識、詞形知識四... 

【文章來源】：南京工業(yè)大學江蘇省

【文章頁數(shù)】：107 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
中文摘要
Chapter One INTRODUCTION
    1.1 Need for the Study
    1.2 Research Purposes
    1.3 Outline of the Thesis
Chapter Two LITERATURE REVIEW
    2.1 Theoretical Background of Vocabulary Knowledge
        2.1.1 Vocabulary knowledge frameworks
            2.1.1.1 Richards' framework of vocablulary knowledge
            2.1.1.2 Nation's classification of vocabulary knowledge
            2.1.1.3 Henriksen's continuum model
            2.1.1.4 Qian's conceptual framework of vocabulary knowledge
        2.1.2 Vocabulary knowledge and reading comprehension
    2.2 Measures of Vocabulary Knowledge
        2.2.1 Measures of the breadth of vocabulary knowledge
        2.2.2 Measures of the depth of vocabulary knowledge
    2.3 Empirical Studies on Vocabulary Knowledge and L2 Reading Comprehension
        2.3.1 Empirical studies on the relationship between the breadth and depth of vocabulary knowledge
        2.3.2 Empirical studies on the relationship between the breadth of vocabulary knowledge and L2 reading comprehension
        2.3.3 Empirical studies on the relationship between both the breadth and depth of vocabulary knowledge and L2 reading comprehension
    2.4 Operational Definitions
    2.5 Limitations of the Previous Empirical Studies of Vocabulary Knowledge and L2 Reading Comprehension
Chapter Three METHODOLOGY
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Test of the breadth and depth of vocabulary knowledge
            3.3.1.1 Test of the breadth of vocabulary knowledge
            3.3.1.2 Test of the depth of vocabulary knowledge
        3.3.2 Test of L2 reading comprehension
    3.4 Scoring Methods
    3.5 Reliability Analyses
    3.6 Data Analyses
Chapter Four RESULTS AND DISCUSSION
    4.1 Descriptive Statistics
    4.2 Correlation Matrix for the Breadth and Depth of Vocabulary Knowledge
    4.3 Canonical Correlation Analysis of the Breadth and Depth of Vocabulary Knowledge
    4.4 Multiple Regression Analyses
        4.4.1 The regression of L2 reading comprehension on the breadth of vocabulary knowledge
        4.4.2 The regression of L2 reading comprehension on the depth of vocabulary knowledge
    4.5 Discussion
        4.5.1 Significant correlations between components of both breadth and depth of vocabulary knowledge
        4.5.2 A very strong canonical correlation between the breadth and depth of vocabulary knowledge
        4.5.3 Predictions of the breadth and depth of vocabulary knowledge of L2 reading comprehension
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Implications
        5.2.1 Theoretical implications
        5.2.2 Methodological implications
        5.2.3 Pedagogical implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
References
Appendices


【參考文獻】：
期刊論文
[1]詞匯聯(lián)想與心理詞庫:詞匯深度知識研究現(xiàn)狀[J]. 張萍.  外語教學理論與實踐. 2009(03)
[2]詞匯量、詞匯深度知識與語言綜合能力關系研究[J]. 李曉.  外語教學與研究. 2007(05)
[3]詞匯量、詞匯深度與閱讀的關系[J]. 張學賓,邱天河.  河南科技大學學報(社會科學版). 2006(02)
[4]詞匯知識和閱讀關系的實證性研究[J]. 張學賓,邱天河.  外語教學. 2006(01)
[5]英語詞匯知識的廣度和深度在閱讀理解中的作用[J]. 白麗梅,陳艷玲.  河西學院學報. 2005(04)
[6]詞匯量與語言綜合能力、詞匯深度知識之關系[J]. 呂長竑.  外語教學與研究. 2004(02)
[7]論詞匯的深度和廣度與閱讀理解的關系[J]. 李俊.  外語教學. 2003(02)
[8]論二語詞匯深度習得及發(fā)展特征——關于詞義與詞綴習得的實證調查[J]. 劉紹龍.  外語教學與研究. 2001(06)
[9]詞匯教學對理工科學生閱讀水平的影響[J]. 陽志清,鄧威.  外語教學與研究. 1996(03)



本文編號：2976807