词汇知识、工作记忆与二语阅读理解的关联性研究(英文版)电子书

内容提要

作者简介

前言

List of Abbreviations

List of Tables

List of Figures

Chapter One Introduction

1.1 Background of the Study

1.2 Significance of the Study

1.2.1 Theoretical significance

1.2.2 Methodological significance

1.2.3 Pedagogical significance

1.3 Organization of the Book

Chapter Two Literature Review

2.1 Theoretical Background

2.1.1 Vocabulary knowledge theories

2.1.1.1 Vocabulary knowledge framework

2.1.1.2 Dimensions of vocabulary knowledge

2.1.1.3 Theories of vocabulary knowledge in reading comprehension

2.1.2 Working memory theories

2.1.2.1 Definition of working memory

2.1.2.2 The multi-component model of working memory

2.1.2.3 The embedded-process model of working memory

2.1.2.4 The model of long-term working memory

2.1.3 Reading comprehension theories

2.1.3.1 Literal and inferential reading comprehension

2.1.3.2 The Capacity Constrained Reader model of reading comprehension

2.1.3.3 The Construction-Integration model of text comprehension

2.2 Empirical Studies

2.2.1 Vocabulary knowledge in reading comprehension

2.2.1.1 Studies on vocabulary knowledge in L1 reading comprehension

2.2.1.2 Studies on vocabulary knowledge in L2 reading comprehension

2.2.2 Working memory in reading comprehension

2.2.2.1 Studies on working memory in L1 reading comprehension

2.2.2.2 Studies on working memory in L2 reading comprehension

2.2.3 Relationship between vocabulary knowledge and working memory

2.2.4 Vocabulary knowledge and working memory in reading comprehension

2.2.4.1 Vocabulary knowledge and working memory in L1 reading comprehension

2.2.4.2 Vocabulary knowledge and working memory in L2 reading comprehension

2.3 Summary of Theoretical Background and Empirical Studies

2.3.1 Summary of theoretical background

2.3.2 Summary of empirical studies

2.4 Unsettled Issues and Research Questions

2.4.1 Gaps in the literature

2.4.1.1 Gaps in the relationship between vocabulary knowledge and L2 reading comprehension

2.4.1.2 Gaps in the relationship between working memory and L2 reading comprehension

2.4.1.3 Gaps in the interaction of vocabulary knowledge and working memory in L2 reading comprehension

2.4.2 Research questions of the present study

Chapter Three Research Methodology

3.1 Participants

3.2 Instruments

3.2.1 Vocabulary knowledge tests

3.2.1.1 Vocabulary breadth test

3.2.1.2 Semantic depth test

3.2.1.3 Morphological depth test

3.2.1.4 Vocabulary fluency test

3.2.2 Working memory capacity test

3.2.3 Reading comprehension test

3.3 Data Collection Procedures

3.4 Data Analysis Procedures

3.4.1 Analysis of vocabulary knowledge and L2 reading comprehension

3.4.2 Analysis of working memory and L2 reading comprehension

3.4.3 Analysis of vocabulary knowledge, working memory and L2 reading comprehension

3.5 Summary

Chapter Four Results and Discussion

4.1 Relationship between Vocabulary Knowledge and L2 Reading Comprehension

4.1.1 Correlation between vocabulary knowledge and L2 reading comprehension

4.1.2 Vocabulary knowledge as direct predictors

4.1.3 Vocabulary knowledge as indirect predictors

4.1.3.1 Morphological depth as indirect predictor

4.1.3.2 Lexical fluency as indirect predictor

4.2 Relationship between Working Memory and L2 Reading Comprehension

4.2.1 Correlation between working memory and L2 reading comprehension

4.2.2 Relationship between the processing and storage components of working memory

4.2.3 Correlation between the processing and storage components of working memory and L2 reading comprehension

4.3 Interaction between Vocabulary Knowledge and Working Memory on L2 Reading Comprehension

4.3.1 Correlation between vocabulary knowledge and working memory

4.3.2 Vocabulary mediating effects on the relationship between working memory and L2 reading comprehension

4.4 Summary

Chapter Five Conclusion of the Study

5.1 Major Findings of the Study

5.2 Implications of the Findings

5.2.1 Theoretical implications

5.2.1.1 Multidimensional vocabulary knowledge in L2 reading comprehension

5.2.1.2 Distinctive roles of working memory in the two levels of L2 reading comprehension

5.2.1.3 Interaction of linguistic and cognitive correlates in L2 reading comprehension

5.2.2 Methodological implications

5.2.3 Pedagogical implications

5.2.3.1 Three dimensions of vocabulary knowledge in L2 reading comprehension

5.2.3.2 Multidimensional nature of L2 reading comprehension

5.3 Limitations of the Study

5.3.1 Population representation

5.3.2 Test reliability

5.3.3 Single measure of working memory capacity

5.4 Recommendation for Future Research

5.4.1 Dynamic contributions of vocabulary breadth and vocabulary depth to L2 reading comprehension

5.4.2 Contributions of morphological knowledge to L2 reading comprehension

5.4.3 Inclusion of other linguistic and cognitive factors

5.5 Summary

Appendixes

1. Vocabulary Breadth Test

2. Semantic Depth Test

3. Morphological Depth Test

4. Vocabulary Fluency Test Sample (Block 1)

5. Reading Comprehension Test

6. Working Memory Capacity Test

References

Index

A

B

C

D

E

F

G

H

I

K

L

M

N

O

P

R

S

T

V

W