The Contribution of Lexical Breadth, Lexical Depth, and Syntactic Knowledge to L2 Reading Comprehension Across Different
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The Contribution of Lexical Breadth, Lexical Depth, and Syntactic Knowledge to L2 Reading Comprehension Across Different L2 Reading Proficiency Groups 詞彙廣度、詞彙深度和句法知識對不同閱讀能力的學生在第 二語言閱讀理解上的貢獻 Samet Taşçı 1 & Ümit Deniz Turan 2 Received: 29 September 2019 / Revised: 26 July 2020 / Accepted: 18 September 2020 # National Taiwan Normal University 2020
Abstract This study aimed to find out the relative contribution of lexical breadth, lexical depth, and syntactic knowledge to second language (L2) reading comprehension of 254 adult Turkish learners of English as a Foreign Language (EFL) with different L2 reading proficiency levels. The participants were divided into three groups based on their Reading Comprehension Test scores. The data of the study were collected through a Reading Comprehension Test compiled from TOEFL, Vocabulary Levels Test, Word Associates Test, and Syntactic Knowledge Test. Correlational analyses and multiple regression analyses showed that syntactic knowledge outperformed in terms of predictive power in L2 reading comprehension of the participants having high reading proficiency level. On the other hand, lexical breadth made the largest contribution to L2 reading comprehension of the participants with intermediate and low reading proficiency levels. It was also observed that while lexical depth made no significant unique and direct contribution to L2 reading comprehension of either high, intermediate or low L2 reading proficiency groups, significant contribution of lexical breadth remained constant across the three groups. The results of the study were discussed in line with the previous literature and pedagogical implications were presented. 摘要 本研究旨在探討詞彙廣度、詞彙深度和句法知識對第二語言閱讀理解的貢獻, 研究對象為二 百五十四位土耳其以英語為外語的成年學習者, 他們具備不同的第二語言閱讀能力, 並依據一 份閱讀理解測驗的成績被分作三組 。 本研究的資料主要來自閱讀理解測驗 、 字彙水平測 驗、字詞聯想測驗和句法知識測驗。研究資料經由相關分析及多元迴歸分析, 結果顯示句法 知識對高階閱讀能力學生的閱讀理解具較高的預測能力。另一方面, 對中階和初階閱讀理解 能力的學生來說, 詞彙廣度對第二語言閱讀理解有最大的貢獻。此外, 詞彙深度對三組受試 者的閱讀理解皆未有顯著且直接的影響, 然而詞彙廣度的效益可於三組受試者中觀察到。最 後, 研究者將本研究結果與相關文獻一併探討, 並提出相關教學建議。
Keywords L2 reading comprehension . Lexical breadth . Lexical depth . Syntactic
knowledge
English Teaching & Learning 關鍵詞 第二語言閱讀理解
. 詞彙廣度 . 詞彙深度 . 句法知識
Introduction Reading comprehension is a complex process which requires the operation of various sub-skills [13, 17, 22]. Among these sub-skills, the sources of linguistic knowledge, namely lexical and syntactic knowledge, have been commonly studied as the components of L2 reading comprehension and found to be essential in second language reading comprehension [3, 17]. It is well documented that lexical breadth persistently contributes to the development of L2 reading comprehension [17, 51] and empirical studies consistently revealed positive and strong relationship between lexical breadth and L2 reading comprehension [46]. This has led researchers to accept lexical breadth as a prerequisite for the improvement of other language skills [10, 32]. Laufer [25] stated “no text comprehension is possible, either in one’s native language or in a foreign language without understanding t
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