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An explanatory mixed methods study of EFL college students' vocabulary knowledge, syntactic knowledge and reading comprehension.

机译：EFL大学生的词汇知识，句法知识和阅读理解的混合解释方法研究。

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摘要

Success in reading comprehension is usually seen as fundamental to the academic success of foreign language learners. Many language factors affect second language learners' reading comprehension, such as vocabulary, and syntactic or grammatical knowledge. In practice, vocabulary breadth and depth knowledge can not be discussed separately with regards to reading comprehension. Moreover, while most studies have focused on either the role of vocabulary or syntax separately, few have examined the roles of vocabulary and syntax combined when readers are reading. The purpose of this study was to investigate the relationship between EFL students' vocabulary and their syntactic knowledge in reading comprehension. In addition, the study examined how EFL students' vocabulary knowledge (breadth and depth) and syntactic knowledge relate to their reading comprehension. To accomplish this purpose, the researcher used an explanatory mixed methods design (Creswell & Plano, 2007) which involved collecting quantitative data as well as qualitative data in order to explain the quantitative data in depth.;The quantitative data was collected from the 138 EFL students through Vocabulary Levels Test, Word Associates Tests, Syntactic Knowledge Tests, and Reading Comprehension Tests. The results showed that there is a positive correlation between vocabulary knowledge, as well as syntactic knowledge, in second language reading comprehension. The study found that vocabulary breadth knowledge played a significant role in comprehending the text. In particular, the syntactic knowledge is a powerful predictor of reading comprehension than vocabulary depth knowledge.;The qualitative data was collected from eight randomly selected participants. The main purpose of interviewing each participant was to develop a better and deeper understanding of their perspectives of the relationships between their vocabulary knowledge (both breadth and depth), syntactic knowledge, and reading comprehension. The qualitative findings showed that most interviewees agreed that vocabulary breadth played a greater role in their reading comprehension process. Furthermore, interviewees in this study reported the use of similar reading patterns to comprehend the texts. The findings also show that the interviewees who had better language proficiency tended to utilize more literacy skills in interpreting the content of reading passages than did lower language proficiency learners. Finally, based on the findings of this study, some pedagogical implications are recommended, such as teaching learners to analyze word parts (affixes and stems), use context dues, and consult a reference source (Gu & Jonshon, 1996). Moreover, it is recommended instructors place the same emphasis on vocabulary knowledge and syntactic knowledge in second language reading classes.
机译：阅读理解的成功通常被认为是外语学习者学术成功的基础。许多语言因素会影响第二语言学习者的阅读理解，例如词汇，句法或语法知识。实际上，关于阅读理解不能单独讨论词汇的广度和深度知识。此外，尽管大多数研究都集中在词汇或语法的作用上，但很少有研究者在阅读时结合词汇和语法的作用。这项研究的目的是研究英语阅读中学生的词汇量与句法知识之间的关系。此外，研究还研究了EFL学生的词汇知识（深度和深度）和句法知识与他们的阅读理解之间的关系。为了实现此目的，研究人员使用了一种解释性混合方法设计（Creswell＆Plano，2007），该方法涉及收集定量数据和定性数据，以便深入地解释定量数据。定量数据来自138个EFL。通过词汇水平测试，单词联想测试，语法知识测试和阅读理解测试的学生。结果表明，在第二语言阅读理解中，词汇知识和句法知识之间存在正相关关系。研究发现，词汇广度知识在理解文本方面起着重要作用。尤其是，句法知识比词汇深度知识是阅读理解的有力预测指标。定性数据是从八个随机选择的参与者那里收集的。采访每个参与者的主要目的是对他们的词汇知识（广度和深度），句法知识和阅读理解之间的关系的观点有更好和更深刻的理解。定性调查结果表明，大多数受访者都认为词汇广度在他们的阅读理解过程中起着更大的作用。此外，本研究中的受访者报告说使用了相似的阅读方式来理解课文。研究结果还表明，与语言水平较低的学习者相比，语言水平较高的被访者在解释阅读文章的内容时倾向于使用更多的识字技能。最后，根据这项研究的结果，推荐了一些教学上的意义，例如教学习者分析单词部分（词缀和词干），使用上下文信息并咨询参考资料（Gu＆Jonshon，1996）。此外，建议教师在第二语言阅读课上同样强调词汇知识和句法知识。

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  • 作者

    Chen, Kuang Yu.;

  • 作者单位

    Texas A&M University - Kingsville.;

  • 授予单位 Texas A&M University - Kingsville.;
  • 学科 Education Language and Literature.;Education Reading.;Language General.;Education Bilingual and Multicultural.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 165 p.
  • 总页数 165
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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