詞匯知識(shí)在二語習(xí)得領(lǐng)域是一個(gè)頗具研究?jī)r(jià)值的課題。隨著二語詞匯習(xí)得研究的不斷深入,詞匯知識(shí)不再被認(rèn)為是一個(gè)單向度的概念,而是一個(gè)多向度的框架概念。就詞匯知識(shí)對(duì)二語閱讀理解的影響而言,研究者們已經(jīng)做出了一些探索,并得出了一些重要結(jié)論。但是,這些研究在調(diào)查詞匯知識(shí)和二語閱讀關(guān)系時(shí),對(duì)詞匯知識(shí)的操作定義過于簡(jiǎn)化,沒有將詞匯知識(shí)的多個(gè)層面糅合在一起詳盡考察。因此,要深入探討詞匯知識(shí)的向度性及其和二語閱讀理解的關(guān)系,就需要建立更全面的詞匯知識(shí)框架。本研究考察了詞匯知識(shí)各向度（即詞匯知識(shí)廣度和詞匯知識(shí)深度）內(nèi)部及之間的關(guān)系,并探索詞匯知識(shí)各向度對(duì)二語閱讀理解的預(yù)測(cè)力。具體而言,本研究主要解決以下幾個(gè)問題：1.詞匯知識(shí)廣度內(nèi)部各成分間關(guān)系如何?2.詞匯知識(shí)深度內(nèi)部各成分間關(guān)系如何?3.詞匯知識(shí)向度（即詞匯知識(shí)廣度和詞匯知識(shí)深度）間的關(guān)系如何?4.詞匯知識(shí)各向度對(duì)二語閱讀理解的預(yù)測(cè)力如何?（1）詞匯知識(shí)廣度對(duì)二語閱讀理解的預(yù)測(cè)力如何?（2）詞匯知識(shí)深度對(duì)二語閱讀理解的預(yù)測(cè)力如何?在本研究中,詞匯知識(shí)廣度分為接受性詞匯量和產(chǎn)出性詞匯量?jī)蓚�(gè)層面,而詞匯知識(shí)深度分為一詞多義知識(shí)、組合知識(shí)、聚合知識(shí)、詞形知識(shí)四... 

【文章來源】：南京工業(yè)大學(xué)江蘇省

【文章頁數(shù)】：107 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
中文摘要
Chapter One INTRODUCTION
    1.1 Need for the Study
    1.2 Research Purposes
    1.3 Outline of the Thesis
Chapter Two LITERATURE REVIEW
    2.1 Theoretical Background of Vocabulary Knowledge
        2.1.1 Vocabulary knowledge frameworks
            2.1.1.1 Richards' framework of vocablulary knowledge
            2.1.1.2 Nation's classification of vocabulary knowledge
            2.1.1.3 Henriksen's continuum model
            2.1.1.4 Qian's conceptual framework of vocabulary knowledge
        2.1.2 Vocabulary knowledge and reading comprehension
    2.2 Measures of Vocabulary Knowledge
        2.2.1 Measures of the breadth of vocabulary knowledge
        2.2.2 Measures of the depth of vocabulary knowledge
    2.3 Empirical Studies on Vocabulary Knowledge and L2 Reading Comprehension
        2.3.1 Empirical studies on the relationship between the breadth and depth of vocabulary knowledge
        2.3.2 Empirical studies on the relationship between the breadth of vocabulary knowledge and L2 reading comprehension
        2.3.3 Empirical studies on the relationship between both the breadth and depth of vocabulary knowledge and L2 reading comprehension
    2.4 Operational Definitions
    2.5 Limitations of the Previous Empirical Studies of Vocabulary Knowledge and L2 Reading Comprehension
Chapter Three METHODOLOGY
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Test of the breadth and depth of vocabulary knowledge
            3.3.1.1 Test of the breadth of vocabulary knowledge
            3.3.1.2 Test of the depth of vocabulary knowledge
        3.3.2 Test of L2 reading comprehension
    3.4 Scoring Methods
    3.5 Reliability Analyses
    3.6 Data Analyses
Chapter Four RESULTS AND DISCUSSION
    4.1 Descriptive Statistics
    4.2 Correlation Matrix for the Breadth and Depth of Vocabulary Knowledge
    4.3 Canonical Correlation Analysis of the Breadth and Depth of Vocabulary Knowledge
    4.4 Multiple Regression Analyses
        4.4.1 The regression of L2 reading comprehension on the breadth of vocabulary knowledge
        4.4.2 The regression of L2 reading comprehension on the depth of vocabulary knowledge
    4.5 Discussion
        4.5.1 Significant correlations between components of both breadth and depth of vocabulary knowledge
        4.5.2 A very strong canonical correlation between the breadth and depth of vocabulary knowledge
        4.5.3 Predictions of the breadth and depth of vocabulary knowledge of L2 reading comprehension
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Implications
        5.2.1 Theoretical implications
        5.2.2 Methodological implications
        5.2.3 Pedagogical implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
References
Appendices


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