词汇能力、语法能力和工作记忆对阅读理解的影响

论文摘要

作为听说读写译五项语言基本能力之一,英语学习者的阅读理解能力对于其语言能力的培养和发展具有十分重要的基础性作用,而且阅读理解部分在各项大型考试中均占有较大比重。影响阅读能力的因素很多,主要分为读者因素和文本因素两类。以往的研究也只局限于单个因素的分析,多个因素综合分析的研究相对较少。本研究旨在通过测试英语学习者的词汇、语法、工作记忆和阅读理解能力,通过数据来分析这三个因素对阅读理解能力的影响,从而得出预测性最强的因素。本研究选取31位在上海交通大学学习英语的上海中医药大学针灸专业大一学生作为被试,所有学生都完成了词汇的深度和广度测试、语法判断测试、工作记忆测试和阅读理解能力测试。利用SPSS软件对实验数据进行相关分析和回归分析,得出如下结论:1.接受性词汇和阅读理解能力之间存在显著的正相关,词汇的广度可以预测阅读理解能力的14.5%,而产出性词汇和阅读理解能力之间未发现显著的相关性。2.语法能力和阅读理解能力之间存在显著的正相关,语法水平越高,其阅读能力越强。语法能力对阅读理解的预测性为41.6%。3.工作记忆也和阅读理解能力显著相关,其预测性为31.3%。4.通过回归分析和方差分析,可以看出语法能力对阅读理解的预测性最强。根据实验结果分析,本文还针对如何提高学生的阅读理解能力提出了一些建议,对现有的阅读理解教学具有一定的指导意义。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• LIST OF ABBREVIATIONS
• LIST OF FIGURES
• LIST OF TABLES
• CONTENTS
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Purpose and Significance of the Study
• 1.3 Structure of the Thesis
• Chapter Two Literature Review
• 2.1 Vocabulary Knowledge
• 2.1.1 The Definition of Vocabulary Knowledge
• 2.1.2 Vocabulary Knowledge and EFL Reading Comprehension
• 2.2 Grammatical Knowledge
• 2.2.1 Grammaticality Judgement
• 2.2.2 Grammatical Knowledge and EFL Reading Comprehension
• 2.3 Working Memory
• 2.3.1 The Definition of Working Memory
• 2.3.2 Working Memory and EFL Reading Comprehension
• 2.4 Reading Comprehension
• 2.4.1 The Nature of Reading Comprehension
• 2.4.2 The Models of Reading Comprehension
• 2.4.2.1 Bottom-up Model
• 2.4.2.2 Top-down Model
• 2.4.2.3 Interactive Model
• Chapter Three Research Design
• 3.1 Research Questions
• 3.2 Variables
• 3.3 Participants
• 3.4 Instruments
• 3.4.1 Vocabulary Knowledge Test
• 3.4.1.1 Test of Receptive Vocabulary
• 3.4.1.2 Test of Productive Vocabulary
• 3.4.2 Grammaticality Judgement Test
• 3.4.3 Working Memory Capacity Test
• 3.4.4 Reading Comprehension Test
• 3.5 Procedure
• 3.6 Summary
• Chapter Four Results and Discussion
• 4.1 Data Analysis
• 4.1.1 Descriptive Statistics
• 4.1.1.1 Descriptive Statistics of the Test of Receptive Vocabulary
• 4.1.1.2 Descriptive Statistics of the Test of Productive Vocabulary
• 4.1.1.3 Descriptive Statistics of Grammaticality Judgement Test
• 4.1.1.4 Descriptive Statistics of Working Memory Capacity Test
• 4.1.1.5 Descriptive Statistics of Reading Comprehension Test
• 4.1.2 The Correlation Analysis
• 4.1.2.1 Receptive Vocabulary and Reading Comprehension
• 4.1.2.2 Productive Vocabulary and Reading Comprehension
• 4.1.2.3 Grammaticality Judgement and Reading Comprehension
• 4.1.2.4 Working Memory Capacity and Reading Comprehension
• 4.1.2.5 Summary of the Correlation Analysis
• 4.1.3 The Regression Analysis
• 4.1.3.1 Receptive Vocabulary
• 4.1.3.2 Productive Vocabulary and Reading Comprehension
• 4.1.3.3 Grammatical Knowledge and Reading Comprehension
• 4.1.3.4 Working Memory Capacity and Reading Comprehension
• 4.1.3.5 Summary of the Regression Analysis
• 4.1.4 One-Way ANOVA Analysis
• 4.1.4.1 Receptive Vocabulary and Reading Comprehension
• 4.1.4.2 Grammatical Knowledge and Reading Comprehension
• 4.1.4.3 Working Memory and Reading Comprehension
• 4.1.4.4 Summary of the One-Way ANOVA Analysis
• 4.1.5 Independent T-test
• 4.2 Discussion
• 4.2.1 Research Question 1
• 4.2.2 Research Question 2
• 4.2.3 Research Question 3
• 4.2.4 Research Question 4
• Chapter Five Conclusion, Implications & Limitations
• 5.1 Conclusion
• 5.2 Pedagogical Implications
• 5.3 Limitations of This Study and Suggestions for Further Study
• BIBLIOGRAPHY
• APPENDICE