词汇知识、工作记忆与二语阅读理解的关联性研究
发布时间：2023-04-25 05:27
近期的阅读理解研究多基于阅读理解多成份观理论视域。根据该理论,阅读是一种包含多种认知和语言技能成分的复杂认知过程。阅读理解过程的解读不仅需要探究各个阅读能力成份的单独作用,还需要了解其互动机制。本研究聚焦于词汇知识和工作记忆这两个重要的阅读能力成份,考察它们对中国成人英语学习者阅读理解能力的单独作用及其交互性影响。本研究的选题主要基于如下三个方面的原因。第一,国内外同类研究多聚焦于词汇知识或者工作记忆对阅读理解的单独贡献,同时包含两个变量且对其单独和交互性作用进行综合性考察的多维度研究尚不多见。第二,虽然国内外有关词汇知识和阅读理解关系的研究较为丰富,然而由于词汇知识的多维性特性,其与阅读理解的关联本质仍需进一步探究。其一,关于词汇知识深度在阅读理解中的作用,已有研究结论不尽一致;其二,已有研究多聚焦于词汇知识的陈述性范畴,即词汇知识的宽度和深度,而对于词汇知识的程序性范畴,即词汇知识的流利度(词汇知识的提取速度)鲜有关注。第三,二语阅读研究中,关于工作记忆和阅读理解关系的研究数量不多,且存在一定的局限性。多数研究要么将阅读理解表征为一个整体构念,忽略其层级性本质特征,要么仅考察工作记...
【文章页数】：209 页
【学位级别】：博士
【文章目录】：
中文摘要
English Abstract
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.2.1 Theoretical significance
1.2.2 Methodological significance
1.2.3 Pedagogical significance
1.3 Organization of the Dissertation
Chapter Two Literature Review
2.1 Theoretical Background
2.1.1 Vocabulary knowledge theories
2.1.1.1 Vocabulary knowledge framework
2.1.1.2 Dimensions of vocabulary knowledge
2.1.1.3 Theories of vocabulary knowledge in reading comprehension
2.1.2 Working memory theories
2.1.2.1 Definition of working memory
2.1.2.2 The multi-component model of working memory
2.1.2.3 The embedded-process model of working memory
2.1.2.4 The model of long-term working memory
2.1.3 Reading comprehension theories
2.1.3.1 Literal and inferential reading comprehension
2.1.3.2 The Capacity Constrained Reader model of reading comprehension
2.1.3.3 The Construction-Integration model of text comprehension
2.2 Empirical Studies
2.2.1 Vocabulary knowledge in reading comprehension
2.2.1.1 Studies on vocabulary knowledge in L1 reading comprehension
2.2.1.2 Studies on vocabulary knowledge in L2 reading comprehension
2.2.2 Working memory in reading comprehension
2.2.2.1 Studies on working memory in L1 reading comprehension
2.2.2.2 Studies on working memory in L2 reading comprehension
2.2.3 Relationship between vocabulary knowledge and working memory
2.2.4 Vocabulary knowledge and working memory in reading comprehension
2.2.4.1 Vocabulary knowledge and working memory in L1 readingcomprehension
2.2.4.2 Vocabulary knowledge and working memory in L2 readingcomprehension
2.3 Summary of Theoretical Background and Empirical Studies
2.3.1 Summary of theoretical background
2.3.2 Summary of empirical studies
2.4 Unsettled Issues and Research Questions
2.4.1 Gaps in the literature
2.4.1.1 Gaps in the relationship between vocabulary knowledge and L2reading comprehension
2.4.1.2 Gaps in the relationship between working memory and L2 readingcomprehension
2.4.1.3 Gaps in the interaction of vocabulary knowledge and workingmemory in L2 reading comprehension
2.4.2 Research questions of the present study
Chapter Three Research Methodology
3.1 Participants
3.2 Instruments
3.2.1 Vocabulary knowledge tests
3.2.1.1 Vocabulary breadth test
3.2.1.2 Semantic depth test
3.2.1.3 Morphological depth test
3.2.1.4 Vocabulary fluency test
3.2.2 Working memory capacity test
3.2.3 Reading comprehension test
3.3 Data Collection Procedures
3.4 Data Analysis Procedures
3.4.1 Analysis of vocabulary knowledge and reading comprehension
3.4.2 Analysis of working memory and reading comprehension
3.4.3 Analysis of vocabulary knowledge, working memory and readingcomprehension
3.5 Summary
Chapter Four Results and Discussion
4.1 Relationship between Vocabulary Knowledge and Reading Comprehension
4.1.1 Correlation between vocabulary knowledge and reading comprehension
4.1.2 Vocabulary knowledge as direct predictors
4.1.3 Vocabulary knowledge as indirect predictors
4.1.3.1 Morphological depth as indirect predictor
4.1.3.2 Lexical fluency as indirect predictor
4.2 Relationship between Working Memory and Reading Comprehension
4.2.1 Correlation between working memory and reading comprehension
4.2.2 Relationship between the processing and storage components of workingmemory
4.2.3 Correlation between the processing and storage components of workingmemory and reading comprehension
4.3 Interaction between Vocabulary Knowledge and Working Memory on ReadingComprehension
4.3.1 Correlation between vocabulary knowledge and working memory
4.3.2 Vocabulary mediating effects on the relationship between working memoryand reading comprehension
4.4 Summary
Chapter Five Conclusion of the Study
5.1 Major Findings of the Present Study
5.2 Implications of the Findings
5.2.1 Theoretical implications
5.2.1.1 Multidimensional vocabulary knowledge in reading comprehension
5.2.1.2 Distinctive roles of working memory in the two levels of reading comprehension
5.2.1.3 Interaction of linguistic and cognitive correlates in readingcomprehension
5.2.2 Methodological implications
5.2.3 Pedagogical implications
5.2.3.1 Three dimensions of vocabulary knowledge in readingcomprehension
5.2.3.2 Multidimensional nature of reading comprehension
5.3 Limitations of the Study
5.3.1 Population representation
5.3.2 Test reliability
5.3.3 Single measure of working memory capacity
5.4 Recommendation for Future Research
5.4.1 Dynamic contributions of vocabulary breadth and vocabulary depth to L2 reading comprehension
5.4.2 Contributions of morphological knowledge to L2 reading comprehension
5.4.3 Inclusion of other linguistic and cognitive factors
5.5 Summary
References
Appendixes
Appendix A Vocabulary Breadth Test
Appendix B Semantic Depth Test
Appendix C Morphological Depth Test
Appendix D Vocabulary Fluency Test Sample (Block 1)
Appendix E Reading Comprehension Test
Appendix F Working Memory Capacity Test
攻读博士学位期间科研成果
Acknowledgements
本文编号：3800800
【文章页数】：209 页
【学位级别】：博士
【文章目录】：
中文摘要
English Abstract
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.2.1 Theoretical significance
1.2.2 Methodological significance
1.2.3 Pedagogical significance
1.3 Organization of the Dissertation
Chapter Two Literature Review
2.1 Theoretical Background
2.1.1 Vocabulary knowledge theories
2.1.1.1 Vocabulary knowledge framework
2.1.1.2 Dimensions of vocabulary knowledge
2.1.1.3 Theories of vocabulary knowledge in reading comprehension
2.1.2 Working memory theories
2.1.2.1 Definition of working memory
2.1.2.2 The multi-component model of working memory
2.1.2.3 The embedded-process model of working memory
2.1.2.4 The model of long-term working memory
2.1.3 Reading comprehension theories
2.1.3.1 Literal and inferential reading comprehension
2.1.3.2 The Capacity Constrained Reader model of reading comprehension
2.1.3.3 The Construction-Integration model of text comprehension
2.2 Empirical Studies
2.2.1 Vocabulary knowledge in reading comprehension
2.2.1.1 Studies on vocabulary knowledge in L1 reading comprehension
2.2.1.2 Studies on vocabulary knowledge in L2 reading comprehension
2.2.2 Working memory in reading comprehension
2.2.2.1 Studies on working memory in L1 reading comprehension
2.2.2.2 Studies on working memory in L2 reading comprehension
2.2.3 Relationship between vocabulary knowledge and working memory
2.2.4 Vocabulary knowledge and working memory in reading comprehension
2.2.4.1 Vocabulary knowledge and working memory in L1 readingcomprehension
2.2.4.2 Vocabulary knowledge and working memory in L2 readingcomprehension
2.3 Summary of Theoretical Background and Empirical Studies
2.3.1 Summary of theoretical background
2.3.2 Summary of empirical studies
2.4 Unsettled Issues and Research Questions
2.4.1 Gaps in the literature
2.4.1.1 Gaps in the relationship between vocabulary knowledge and L2reading comprehension
2.4.1.2 Gaps in the relationship between working memory and L2 readingcomprehension
2.4.1.3 Gaps in the interaction of vocabulary knowledge and workingmemory in L2 reading comprehension
2.4.2 Research questions of the present study
Chapter Three Research Methodology
3.1 Participants
3.2 Instruments
3.2.1 Vocabulary knowledge tests
3.2.1.1 Vocabulary breadth test
3.2.1.2 Semantic depth test
3.2.1.3 Morphological depth test
3.2.1.4 Vocabulary fluency test
3.2.2 Working memory capacity test
3.2.3 Reading comprehension test
3.3 Data Collection Procedures
3.4 Data Analysis Procedures
3.4.1 Analysis of vocabulary knowledge and reading comprehension
3.4.2 Analysis of working memory and reading comprehension
3.4.3 Analysis of vocabulary knowledge, working memory and readingcomprehension
3.5 Summary
Chapter Four Results and Discussion
4.1 Relationship between Vocabulary Knowledge and Reading Comprehension
4.1.1 Correlation between vocabulary knowledge and reading comprehension
4.1.2 Vocabulary knowledge as direct predictors
4.1.3 Vocabulary knowledge as indirect predictors
4.1.3.1 Morphological depth as indirect predictor
4.1.3.2 Lexical fluency as indirect predictor
4.2 Relationship between Working Memory and Reading Comprehension
4.2.1 Correlation between working memory and reading comprehension
4.2.2 Relationship between the processing and storage components of workingmemory
4.2.3 Correlation between the processing and storage components of workingmemory and reading comprehension
4.3 Interaction between Vocabulary Knowledge and Working Memory on ReadingComprehension
4.3.1 Correlation between vocabulary knowledge and working memory
4.3.2 Vocabulary mediating effects on the relationship between working memoryand reading comprehension
4.4 Summary
Chapter Five Conclusion of the Study
5.1 Major Findings of the Present Study
5.2 Implications of the Findings
5.2.1 Theoretical implications
5.2.1.1 Multidimensional vocabulary knowledge in reading comprehension
5.2.1.2 Distinctive roles of working memory in the two levels of reading comprehension
5.2.1.3 Interaction of linguistic and cognitive correlates in readingcomprehension
5.2.2 Methodological implications
5.2.3 Pedagogical implications
5.2.3.1 Three dimensions of vocabulary knowledge in readingcomprehension
5.2.3.2 Multidimensional nature of reading comprehension
5.3 Limitations of the Study
5.3.1 Population representation
5.3.2 Test reliability
5.3.3 Single measure of working memory capacity
5.4 Recommendation for Future Research
5.4.1 Dynamic contributions of vocabulary breadth and vocabulary depth to L2 reading comprehension
5.4.2 Contributions of morphological knowledge to L2 reading comprehension
5.4.3 Inclusion of other linguistic and cognitive factors
5.5 Summary
References
Appendixes
Appendix A Vocabulary Breadth Test
Appendix B Semantic Depth Test
Appendix C Morphological Depth Test
Appendix D Vocabulary Fluency Test Sample (Block 1)
Appendix E Reading Comprehension Test
Appendix F Working Memory Capacity Test
攻读博士学位期间科研成果
Acknowledgements
本文编号：3800800
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