The Effects of Transferred Vocabulary Knowledge on the Development of L2 Reading Proficiency
The Effects of Transferred Vocabulary Knowledge on the Development of L2 Reading Proficiency
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词汇知识迁移对二语阅读能力发展的影响
DOI：
10.1111/j.1944-9720.1989.tb02780.x
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发表时间：
1989
影响因子：
2.7
通讯作者：
K. Koda
中科院分区：
文献类型：
--
作者：
K. Koda
本研究旨在探讨第一语言的词汇知识在第二语言阅读能力发展中的具体作用。这项研究是对24名一年级日语课程的大学生进行的。特别地，本研究考察了迁移词汇知识对二语语言知识的习得、言语加工技能和阅读理解的影响。结果发现：（1）二语词汇知识与阅读理解的相关性最高;（2）词汇知识是区分一语正字法背景相关学生和一语正字法背景无关学生的最重要因素;（3）随着时间的推移，两组学生之间的测试成绩差异越来越大。这些发现似乎表明，迁移的词汇知识提高了第二语言阅读理解能力;而且，随着任务复杂性的增加，最初的优势会随着时间的推移而放大，从而促进第二语言阅读水平的整体发展。
This study explored the specific effects of vocabulary knowledge, transferred from a first language, in the development of second language reading proficiency. The study was conducted with 24 college students enrolled in a first-year Japanese program. Specially, the study examined the effects of transferred vocabulary knowledge on: (a) the acquisition of L2 linguistic knowledge, (b) verbal processing skills, and (c) reading comprehension. It was found that: (1) L2 vocabulary knowledge was most highly correlated with reading comprehension; (2) that vocabulary knowledge was the single most signifcant factor differentiating students with related L1 orthographic backgrounds from those with unrelated L1 orthographic backgrounds, and (3) that differences in test performance between the two groups became significantly greater over time. These findings seem to suggest that transferred vocabulary knowledge increases L2 reading Comprehension; moreover, the initial advantage magnifies its effects over time as task complexity increases, thus enhancing the overall development of L2 reading proficiency.