汉语词汇知识与非母语汉语学习者阅读理解能力的相关性分析
发布时间：2019-05-14 12:31
【摘要】：近年来，国内外学者对英语词汇知识与阅读理解能力之间的关系进行了大量研究，但是将汉语作为第二语言，对汉语二语学习者的词汇知识与阅读理解能力之间的关系的研究还比较少。本文对汉语词汇知识与非母语汉语学习者阅读理解能力的相关性进行研究，以期为这方面的研究提供参考。并帮助不同阅读理解水平汉语二语学习者找到合适的提高阅读理解水平的方法，同时帮助他们找到合适的词汇习得方式。 本文研究问题为：1.不同阅读理解水平汉语二语学习者词汇知识的词汇量与词汇深度间的相关性如何？有何不同？2.不同阅读理解水平汉语二语学习者的词汇量与阅读理解水平间相关性有何不同？3.词汇深度的各个维度对不同阅读理解水平汉语二语学习者阅读理解能力的预测度有何不同？ 对数据进行皮尔逊相关分析和多元回归分析之后，得到以下研究结果：1)就词汇量与词汇深度的关系而言，低分组词汇量与词汇深度之间存在高度正相关关系，其次是中分组，而高分组词汇量与词汇深度之间的相关性不具显著性。2)就词汇量与阅读理解水平的关系而言，词汇量对低分组的阅读理解行为影响最大，其次是中分组，对高分组的影响最小且不具显著性。3)就词汇深度各维度对阅读理解水平的预测度而言，，近义词对高分组阅读水平的预测度最高，多义词对中分组阅读水平的预测度最高，多义词与词语搭配对低分组阅读水平的预测度最高。 以上结果表明：要提高阅读理解能力，高分组应主要加强对近义词的掌握，中分组的学习者应扩大词汇量并加强对多义词的掌握程度，低分组的学习者应扩大词汇量并加强对多义词与词语搭配的掌握程度。
[Abstract]:In recent years, scholars at home and abroad have done a lot of research on the relationship between English vocabulary knowledge and reading comprehension, but Chinese is used as a second language. There are few studies on the relationship between vocabulary knowledge and reading comprehension ability of Chinese second language learners. In this paper, the correlation between Chinese vocabulary knowledge and reading comprehension ability of non-native Chinese learners is studied in order to provide reference for this study. It also helps Chinese second language learners with different reading comprehension levels to find suitable ways to improve their reading comprehension, and at the same time to help them find suitable vocabulary acquisition methods. The research problems in this paper are as follows: 1. What is the correlation between vocabulary knowledge and vocabulary depth of Chinese second language learners with different reading comprehension levels? What's the difference? 2. What is the correlation between vocabulary size and reading comprehension level of Chinese second language learners with different reading comprehension levels? 3. How do the dimensions of vocabulary depth predict the reading comprehension ability of Chinese second language learners with different reading comprehension levels? After Pearson correlation analysis and multiple regression analysis, the following results are obtained: 1) as far as the relationship between vocabulary size and vocabulary depth is concerned, there is a highly positive correlation between low group vocabulary and vocabulary depth. The second is the middle group, but the correlation between the vocabulary size and the vocabulary depth is not significant. 2) as far as the relationship between vocabulary size and reading comprehension level is concerned, vocabulary has the greatest influence on the reading comprehension behavior of the low group, followed by the middle group. The influence on the high score group is the least and not significant. 3) in terms of the prediction degree of the vocabulary depth to the reading comprehension level, the synonym has the highest prediction degree to the high group reading level, and the polysemous word has the highest prediction degree to the middle group reading level. Polysemous words and word collocation have the highest prediction of low group reading level. The above results show that in order to improve the reading comprehension ability, the high score group should mainly strengthen the mastery of synonyms, and the learners in the middle group should expand their vocabulary and strengthen their mastery of polysemous words. Low-score learners should expand their vocabulary and strengthen their mastery of polysemy and word collocation.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H19
[Abstract]:In recent years, scholars at home and abroad have done a lot of research on the relationship between English vocabulary knowledge and reading comprehension, but Chinese is used as a second language. There are few studies on the relationship between vocabulary knowledge and reading comprehension ability of Chinese second language learners. In this paper, the correlation between Chinese vocabulary knowledge and reading comprehension ability of non-native Chinese learners is studied in order to provide reference for this study. It also helps Chinese second language learners with different reading comprehension levels to find suitable ways to improve their reading comprehension, and at the same time to help them find suitable vocabulary acquisition methods. The research problems in this paper are as follows: 1. What is the correlation between vocabulary knowledge and vocabulary depth of Chinese second language learners with different reading comprehension levels? What's the difference? 2. What is the correlation between vocabulary size and reading comprehension level of Chinese second language learners with different reading comprehension levels? 3. How do the dimensions of vocabulary depth predict the reading comprehension ability of Chinese second language learners with different reading comprehension levels? After Pearson correlation analysis and multiple regression analysis, the following results are obtained: 1) as far as the relationship between vocabulary size and vocabulary depth is concerned, there is a highly positive correlation between low group vocabulary and vocabulary depth. The second is the middle group, but the correlation between the vocabulary size and the vocabulary depth is not significant. 2) as far as the relationship between vocabulary size and reading comprehension level is concerned, vocabulary has the greatest influence on the reading comprehension behavior of the low group, followed by the middle group. The influence on the high score group is the least and not significant. 3) in terms of the prediction degree of the vocabulary depth to the reading comprehension level, the synonym has the highest prediction degree to the high group reading level, and the polysemous word has the highest prediction degree to the middle group reading level. Polysemous words and word collocation have the highest prediction of low group reading level. The above results show that in order to improve the reading comprehension ability, the high score group should mainly strengthen the mastery of synonyms, and the learners in the middle group should expand their vocabulary and strengthen their mastery of polysemous words. Low-score learners should expand their vocabulary and strengthen their mastery of polysemy and word collocation.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H19
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