Word Knowledge and Its Relation to Text Comprehension: A Comparative Study of Chinese- and Korean-Speaking L2 Learners and L1 Speakers of Japanese.
Word Knowledge and Its Relation to Text Comprehension: A Comparative Study of Chinese- and Korean-Speaking L2 Learners and L1 Speakers of Japanese.
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词汇知识及其与文本理解的关系：汉语和韩语二语学习者与日语一语学习者的比较研究。
DOI：
10.1111/j.1540-4781.2012.01280.x
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Yukie Horiba
中科院分区：
文献类型：
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作者：
Yukie Horiba
本研究以50名汉语第二语言学习者和20名韩语第二语言学习者以及40名日语第一语言学习者为研究对象，考察了词汇知识及其与文本理解的关系。单词知识的广度和深度分别通过单词定义匹配测试和单词关联选择测试来评估。通过回忆和总结完成来评估文本理解能力，用单词知识得分进行回归。研究结果表明，首先，汉语和韩语学习者、第二语言学习者和母语学习者在词汇知识组成部分的相对优势上存在一定差异。第二，二语学习者的文本理解与词汇知识的广度和深度有适度的相关性，其中广度是一个更强的解释变量，这与母语学习者的情况不同。在词汇知识的组成部分中，合成词联想似乎对说汉语的人特别重要，但对说韩语的人和母语的人来说并不重要。因此，二语学习者的词汇知识及其与语篇理解的关系可能会受到二语相关因素的复杂影响。[摘自作者]
In this study, word knowledge and its relation to text comprehension was examined with 50 Chinese- and 20 Korean-speaking second language (L2) learners and 40 first language (L1) speakers of Japanese. Breadth and depth of word knowledge were assessed by a word-definition matching test and a word-associates selection test, respectively. Text comprehension, which was assessed by recall and summary completion, was regressed with word knowledge scores. The results suggest, first, that there are some differences in the relative strengths in components of word knowledge between Chinese and Korean speakers and between L2 learners and L1 speakers. Second, L2 learners' text comprehension is moderately correlated with breadth and depth of word knowledge, with breadth being a stronger explanatory variable, unlike the case for native speakers. Among components of word knowledge, syntagmatic association seems to be particularly important to Chinese speakers, but not to Korean speakers and to natives. Thus, L2 learners' word knowledge and its relation to text comprehension may be influenced in a complex way by L1-related factors. [ABSTRACT FROM AUTHOR]