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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Depth Versus Breadth of Vocabulary Knowledge: Assessing their Roles in Iranian Intermediate EFL Students’ Lexical Inferencing Success Through Reading
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Depth Versus Breadth of Vocabulary Knowledge: Assessing their Roles in Iranian Intermediate EFL Students’ Lexical Inferencing Success Through Reading

机译：深度与词汇知识的广度：评估他们在伊朗中级EFL学生通过阅读进行词汇推断成功中的作用

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摘要

This study was an attempt to investigate the impact of depth versus breadth of vocabulary knowledge on lexical inferencing success through reading of Iranian Intermediate EFL learners. In the first step, a CELT test was administered and 40 participants were selected for the study. In the second step, subjects were tested on two tests of depth and breadth of vocabulary knowledge, and were required to infer the meanings of 10 non-sense words. The results indicated that L2 lexical inferencing success on one hand, and depth and breadth of word knowledge on the other hand, were positively correlated (r = 0.91). The results of a multiple regression analysis also revealed that depth of word knowledge was a stronger predictor of lexical inferencing success through reading.
机译：这项研究旨在通过阅读伊朗中级英语外语学习者，研究词汇知识的深度与广度对词汇推理成功的影响。第一步，进行CELT测试，并选择40名参与者进行研究。在第二步中，对受试者进行了两次词汇知识的深度和广度测试，并要求他们推断10个无意义的单词的含义。结果表明，一方面，L2词汇推理成功，另一方面，单词知识的深度和广度正相关（r = 0.91）。多元回归分析的结果还表明，单词知识的深度是通过阅读进行词汇推理成功的更强预测指标。

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