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A Study on the Relationship between English Reading Comprehension and English Vocabulary Knowledge

机译：英语阅读理解能力与英语词汇知识的关系研究

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摘要

The present study aimed to investigate the overall and relative contribution of four subcomponents of vocabulary knowledge to reading comprehension. The four vocabulary subcomponents were vocabulary size, word association knowledge, collocation knowledge, and morphological knowledge. The participants were 124 college students from a university in Taipei, Taiwan. Six instruments were employed: (1) a reading comprehension test, (2) a vocabulary size test, (3) a test on word association knowledge and collocation knowledge, (4) a test of morphological knowledge, (5) motivation attitude scale, and (6) a self-efficacy scale. The results can be summarized as follows. First, after the effects of motivation and self-efficacy have been controlled, the four vocabulary subcomponents altogether contributed significantly (20%) to reading comprehension performance. Moreover, depth of vocabulary knowledge (including word association knowledge, collocation knowledge, and morphological knowledge) provided an additional explained variance (6%) in reading comprehension performance over and above vocabulary size. Finally, among the three subcomponents of depth of vocabulary knowledge, collocation knowledge explained the most proportion of variance (5.6%) in contributing to performance on reading comprehension. Based on these findings, some implications and suggestions for future research were provided.
机译：本研究旨在调查词汇知识的四个子组成部分对阅读理解的整体和相对贡献。词汇的四个组成部分是词汇量，单词联想知识，搭配知识和形态知识。参加者是来自台湾台北一所大学的124名大学生。使用了六种工具：（1）阅读理解测试;（2）词汇量测试;（3）单词联想知识和搭配知识测试;（4）形态知识测试;（5）动机态度量表; （6）自我效能感量表。结果可以总结如下。首先，在控制了动机和自我效能的影响之后，这四个词汇组成部分对阅读理解能力的贡献显着（20％）。此外，词汇知识的深度（包括单词联想知识，搭配知识和形态学知识）在超出词汇量的阅读理解能力中提供了额外的解释差异（6％）。最后，在词汇知识深度的三个子组件中，搭配知识解释了差异最大的部分（5.6％），这有助于提高阅读理解能力。基于这些发现，为将来的研究提供了一些启示和建议。

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