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首页> 外文期刊>Procedia - Social and Behavioral Sciences >The Role of Vocabulary Knowledge in Reading Comprehension: A Cross-Linguistic Study
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The Role of Vocabulary Knowledge in Reading Comprehension: A Cross-Linguistic Study

机译：词汇知识在阅读理解中的作用：一项跨语言研究

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The purpose of the present cross-linguistic study was to find out the role of vocabulary knowledge of the language of the text on reading comprehension performance when reading texts in that language. The study involved 10 participants who were students of English as a foreign language (EFL) in a Malaysian public high school selected using the random sampling. The instruments for the study were a set of reading comprehension test and a set of vocabulary test for the selected EFL grade-level reading text and a set of reading comprehension test and a set of vocabulary test for the selected grade-level reading text in the participants’ native language. The tests were administered on an individual basis. Each participant was allowed to read the EFL text without time limit but to do the tests without looking back at the text within a specified duration for the reading comprehension and vocabulary tests. The same procedures were conducted for reading comprehension test and vocabulary in context test for the first language (L1) or native language text. A brief interview was conducted immediately after the participants had completed the reading comprehension and vocabulary in context tests for the EFL and L1 texts. The participants’ vocabulary test and reading comprehension were scored and the test scores for the EFL text and L1 text were compared. The findings show that the participants’ vocabulary test and reading comprehension test scores for the L1 text were significantly better than their scores for the EFL text. The results from the interviews indicate that the participants were lacked of vocabulary knowledge in the EFL in comparison to in their native language. The findings provide evidence that a reader's level of vocabulary knowledge is one of the elements that plays an impacting role in determining reading comprehension performance in that language.
机译：本跨语言研究的目的是要找出在阅读该语言的文本时，该语言的词汇知识对阅读理解能力的作用。这项研究涉及10名参与者，他们是使用随机抽样方法选择的马来西亚公立高中的英语作为外语（EFL）的学生。该研究的工具包括一组针对所选EFL年级水平阅读文本的阅读理解测试和一组词汇测试，以及针对所选EFL年级水平阅读文本的一组阅读理解测试和一组词汇测试。参与者的母语。测试是单独进行的。允许每个参与者阅读EFL文本而没有时间限制，但可以进行阅读而不必在指定的持续时间内阅读文本以进行阅读理解和词汇测试。对第一语言（L1）或母语文本的阅读理解测试和上下文测试中的词汇进行了相同的过程。在参与者完成针对EFL和L1文本的上下文测试中的阅读理解和词汇后，立即进行了简短的采访。对参与者的词汇测试和阅读理解进行评分，并比较EFL文本和L1文本的测试分数。调查结果表明，参与者对L1文本的词汇测试和阅读理解测试得分明显优于其对EFL文本的得分。访谈的结果表明，与母语相比，参与者在EFL中缺乏词汇知识。这些发现提供了证据，表明读者的词汇知识水平是决定该语言的阅读理解性能的重要因素之一。

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