词汇是如何参与第二语言阅读理解? 一项针对中英双语儿童的研究
Qiuzhi Xie1, Susanna Siu-Sze Yeung2
1Australian Centre for the Advancement of Literacy, Australian Catholic University, Sydney, Australia.
PloS one
|October 29, 2025
概括
词汇量显著提高了儿童在第二语言 (L2) 中的英语阅读理解能力. 它通过提高解码和听力理解能力来间接提高L2阅读技能.
科学领域:
- 应用语言学 应用语言学
- 教育心理学教育心理学
- 获得第二语言的学习.
背景情况:
- 词汇在第二语言 (L2) 阅读理解中的确切作用仍然是正在进行的研究领域.
- 了解词汇知识如何影响L2阅读对于有效的教学策略至关重要.
研究的目的:
- 研究词汇对年轻L2英语学习者阅读理解的具体贡献.
- 检查三个理论观点:词汇作为一个子组件,独立预测器,或L2阅读理解的间接预测器.
主要方法:
- 结构方程建模用于分析香港167名中国小学学生 (4-5年级) 的数据.
- 参与者完成了各种英语语言任务,评估词汇,解码,听力理解和阅读理解.
主要成果:
- 词汇知识与解码和听力理解有很强的关联,解释了超过65%的差异.
- 结构方程建模显示,词汇实质性和间接预测阅读理解,约占其差异的44%,通过解码和听力理解进行调解.
结论:
- 词汇在年轻学习者对L2阅读理解中发挥着关键的间接作用.
- 研究结果表明,加强词汇,解码和听力技能的干预措施对于提高L2阅读能力至关重要.
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