二语为英语学习者的多面词素意识和词汇知识:多变量分析研究（英文）
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摘要
本研究旨在调查词素意识在英语为二语(ESL)词汇习得中所起的作用。受试者为198位中英联合培养项目的中国大学生,他们在中国完成两年的学习并在英国取得学位。受试者完成了一份总共4个任务的纸笔测试,包括了词素区分、词素认别、词汇量测试和词汇关联测试。研究者采用了路径分析来探索自变量(词素意识的两方面)与应变量(词汇知识的两方面)的交错关系。结果表示英语衍生词素意识预测了英语词汇广度和词汇深度。同时,现有的词汇广度可以促进衍生词素意识与词汇深度之间的关系。综上所述,本研究结果表明:提高的英语衍生词意识不仅能拓展词汇量,并且可以巩固深层理解词汇的属性,最终帮助学习者建立相关词或者短语之间的联系。
This study investigates the role of morphological awareness in ESL vocabulary acquisition. Participants were 198 Chinese college students enrolled in a joint program which required them to study in China for the first two years and then study in the U.K. to complete their degrees. They completed a total of four paper-and-pencil tests: morpheme discrimination, morpheme recognition, vocabulary size test(VST) and word associates test(WAT). We drew upon path analysis to explore the interconnected relationships among multiple explanatory variables(facets of morphological awareness) and outcome variables(facets of vocabulary knowledge). The results demonstrated that English derivational awareness was strongly predictive of both ESL vocabulary breadth and ESL vocabulary depth, and that preexisting ESL vocabulary breadth could enhance the relation between derivational awareness and ESL vocabulary depth. To summarize, these results indicate that an improved English derivational awareness not only helps to expand ESL vocabulary size but can also consolidate learners' deep understanding of word properties, which will in turn assist them to establish connections with other associative words and phrases.
This study investigates the role of morphological awareness in ESL vocabulary acquisition. Participants were 198 Chinese college students enrolled in a joint program which required them to study in China for the first two years and then study in the U.K. to complete their degrees. They completed a total of four paper-and-pencil tests: morpheme discrimination, morpheme recognition, vocabulary size test(VST) and word associates test(WAT). We drew upon path analysis to explore the interconnected relationships among multiple explanatory variables(facets of morphological awareness) and outcome variables(facets of vocabulary knowledge). The results demonstrated that English derivational awareness was strongly predictive of both ESL vocabulary breadth and ESL vocabulary depth, and that preexisting ESL vocabulary breadth could enhance the relation between derivational awareness and ESL vocabulary depth. To summarize, these results indicate that an improved English derivational awareness not only helps to expand ESL vocabulary size but can also consolidate learners' deep understanding of word properties, which will in turn assist them to establish connections with other associative words and phrases.
引文
Aitchison,J.(1994).Words in the mind(2~(nd)ed.).Oxford:Blackwell.
Anderson,R.C,&Freebody,P.(1981).Vocabulary knowledge.In J.T.Guthrie(Ed.),Comprehension and teaching:Research reviews(pp.77-117).Newark.DE:International Reading Association.
Anisfeld,M.,&Tucker,G.(1968).English pluralization rules of six-year-old children.Child Development,38,1201-1217.
Bentler,P.M.(1990).Comparative fit indexes in structural models.Psychological bulletin,107,238-246.
Berko,J.(1958).The child's learning of English morphology.Word,14(3),150-177.
Browne,M.W.,&Cudeck,R.(1993).Alternative ways of assessing model fit.Sage Focus Editions,154,136-136.
Carlisle,J.F.(1995).Morphological awareness and early reading achievement.In L.B.Feldman(Ed.),Morphological aspects of language processing(pp.189-209).Hillsdale,NJ:Erlbaum.
Chen,X.,Hao,M.,Geva,E.,Zhu,J.,&Shu,H.(2009).The role of compound awareness in Chinese children's vocabulary acquisition and character reading.Reading and Writing:An Interdisciplinary Journal,22,615-631.
Kieffer,M.J.,&Lesaux,N.K.(2012).Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners:A parallel process latent growth curve model.Applied Psycholinguistics,33,23-54.
Koda,K.(2000).Cross-linguistic variations in L2 morphological awareness.Applied Psycholinguistics,21,297-320.
Koda,K.(2005).Insights into second language reading.New York:Cambridge University Press.
Kroll,J.F,Michael,E.,Tokowicz,N.,&Dufour,R.(2002).The development of lexical fluency in a second language.Second Language Research,IS,137-171.
Ku,Y.M.,&Anderson,R.C.(2003).Development of morphological awareness in Chinese and English.Reading and Writing:An Interdisciplinary Journal,16,399-422.
Kuo,L.J.,&Anderson,R.C.(2006).Morphological awareness and learning to read:A crosslanguage perspective.Educational Psychologist,41,161-180.
Liu,P.D.,&McBride-Chang,C.(2010).What is morphological awareness?Tapping lexical compounding awareness in Chinese third graders.Journal of Educational Psychology,102,62-73.
McBride-Chang,C,Wagner,R.K.,Muse,A.,Chow,B.W,&Shu,H.(2005).The role of morphological awareness in children's vocabulary acquisition in English.Applied Psycholinguistics,26,415.
Mahony,D.L.(1994).Using sensitivity to word structure to explain variance in high school and college level reading ability.Reading and Writing,6,19-44.
Mertler,C.A.,&Vannatta,R.A.(2002).Advanced and multivariate statistical methods.Los Angeles,CA:Pyrczak.
Nagy,W E.,&Scott,J.A.(2000).Vocabulary processes.In M.L.Kamil,P.B.Mothenthal,P.D.Pearson,&R.Barr(Eds.),Handbook of reading research(Vol.3;pp.269-284).Mahwah,NJ:Erlbaum.
Nation,I.S.P.(2001).Learning vocabulary in another language.Cambridge:Cambridge University Press.
Nation,I.S.P.,&Beglar,D.(2007).A vocabulary size test.The Language Teacher,31,9-13.
Pasquarella,A.,Chen,X.,Lam,K.,Luo,Y.C,&Ramirez,G.(2011).Cross-language transfer of morphological awareness in Chinese-English bilinguals.Journal of Research in Reading,34,23-42.
Qian,D.D.(1999).Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension.Canadian Modern Language Review/La revue Canadienne des languesviv antes,56,282-308.
Read,J.(1993).The development of a new measure of L2 vocabulary knowledge.Language testing,10,355-371.
Read,J.(1998).Validating a test to measure depth of vocabulary knowledge.In A.Kunnan(Ed.),Validation in language assessment(pp.41-60).Mahwah,NJ:Erlbaum.
Read,J.(2004).Plumbing the depths:How should the construct of vocabulary knowledge be defined?In B.Laufer&P.Bogaards(Eds.),Vocabulary in a second language(pp.209-227).Philadelphia,PA:John Benjamins.
Schmitt,N.(1998).Tracking the incidental acquisition of second language vocabulary:A longitudinal study.Language Learning,48,281-317.
Schmitt,N.(2010).Researching vocabulary:A vocabulary research manual.Palgrave Macmillan.
Tyler,A.,&Nagy,W.(1989).The acquisition of English derivational morphology.Journal of Memory and Language,28,649-667.
Vermeer,A.(2001).Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input.Applied Psycholinguistics,22,217-234.
Wesche,M.,&Paribakht,T.S.(1996).Assessing second language vocabulary knowledge:Depth versus breadth.Canadian Modern Language Review,53,13-40.
Zhang,D.(2013).Linguistic distance effect on cross-linguistic transfer of morphological awareness.Applied Psycholinguistics,34,917-942.
Zhang,D.,&Koda,K.(2012).Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension:Testing direct and indirect effects.Reading and Writing:An Interdisciplinary Journal,25,1195-1215.
Zhang,H.S.(2015).Morphological awareness in vocabulary acquisition among Chinese-speaking children:Testing partial mediation via lexical inference ability.Reading Research Quarterly,50,129-142.
Zhang,L.J.(2002).Metamorphological awareness and EFL students'memory,retention,and retrieval of English adjectival lexicons.Perceptual and Motor Skills,95,934-944.
Bonferroni correction and Holm-Bonferroni correction(powerful step-down procedure)were used to adjust significant levels and all null hypotheses were rejected at.01 or.001.
Anderson,R.C,&Freebody,P.(1981).Vocabulary knowledge.In J.T.Guthrie(Ed.),Comprehension and teaching:Research reviews(pp.77-117).Newark.DE:International Reading Association.
Anisfeld,M.,&Tucker,G.(1968).English pluralization rules of six-year-old children.Child Development,38,1201-1217.
Bentler,P.M.(1990).Comparative fit indexes in structural models.Psychological bulletin,107,238-246.
Berko,J.(1958).The child's learning of English morphology.Word,14(3),150-177.
Browne,M.W.,&Cudeck,R.(1993).Alternative ways of assessing model fit.Sage Focus Editions,154,136-136.
Carlisle,J.F.(1995).Morphological awareness and early reading achievement.In L.B.Feldman(Ed.),Morphological aspects of language processing(pp.189-209).Hillsdale,NJ:Erlbaum.
Chen,X.,Hao,M.,Geva,E.,Zhu,J.,&Shu,H.(2009).The role of compound awareness in Chinese children's vocabulary acquisition and character reading.Reading and Writing:An Interdisciplinary Journal,22,615-631.
Kieffer,M.J.,&Lesaux,N.K.(2012).Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners:A parallel process latent growth curve model.Applied Psycholinguistics,33,23-54.
Koda,K.(2000).Cross-linguistic variations in L2 morphological awareness.Applied Psycholinguistics,21,297-320.
Koda,K.(2005).Insights into second language reading.New York:Cambridge University Press.
Kroll,J.F,Michael,E.,Tokowicz,N.,&Dufour,R.(2002).The development of lexical fluency in a second language.Second Language Research,IS,137-171.
Ku,Y.M.,&Anderson,R.C.(2003).Development of morphological awareness in Chinese and English.Reading and Writing:An Interdisciplinary Journal,16,399-422.
Kuo,L.J.,&Anderson,R.C.(2006).Morphological awareness and learning to read:A crosslanguage perspective.Educational Psychologist,41,161-180.
Liu,P.D.,&McBride-Chang,C.(2010).What is morphological awareness?Tapping lexical compounding awareness in Chinese third graders.Journal of Educational Psychology,102,62-73.
McBride-Chang,C,Wagner,R.K.,Muse,A.,Chow,B.W,&Shu,H.(2005).The role of morphological awareness in children's vocabulary acquisition in English.Applied Psycholinguistics,26,415.
Mahony,D.L.(1994).Using sensitivity to word structure to explain variance in high school and college level reading ability.Reading and Writing,6,19-44.
Mertler,C.A.,&Vannatta,R.A.(2002).Advanced and multivariate statistical methods.Los Angeles,CA:Pyrczak.
Nagy,W E.,&Scott,J.A.(2000).Vocabulary processes.In M.L.Kamil,P.B.Mothenthal,P.D.Pearson,&R.Barr(Eds.),Handbook of reading research(Vol.3;pp.269-284).Mahwah,NJ:Erlbaum.
Nation,I.S.P.(2001).Learning vocabulary in another language.Cambridge:Cambridge University Press.
Nation,I.S.P.,&Beglar,D.(2007).A vocabulary size test.The Language Teacher,31,9-13.
Pasquarella,A.,Chen,X.,Lam,K.,Luo,Y.C,&Ramirez,G.(2011).Cross-language transfer of morphological awareness in Chinese-English bilinguals.Journal of Research in Reading,34,23-42.
Qian,D.D.(1999).Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension.Canadian Modern Language Review/La revue Canadienne des languesviv antes,56,282-308.
Read,J.(1993).The development of a new measure of L2 vocabulary knowledge.Language testing,10,355-371.
Read,J.(1998).Validating a test to measure depth of vocabulary knowledge.In A.Kunnan(Ed.),Validation in language assessment(pp.41-60).Mahwah,NJ:Erlbaum.
Read,J.(2004).Plumbing the depths:How should the construct of vocabulary knowledge be defined?In B.Laufer&P.Bogaards(Eds.),Vocabulary in a second language(pp.209-227).Philadelphia,PA:John Benjamins.
Schmitt,N.(1998).Tracking the incidental acquisition of second language vocabulary:A longitudinal study.Language Learning,48,281-317.
Schmitt,N.(2010).Researching vocabulary:A vocabulary research manual.Palgrave Macmillan.
Tyler,A.,&Nagy,W.(1989).The acquisition of English derivational morphology.Journal of Memory and Language,28,649-667.
Vermeer,A.(2001).Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input.Applied Psycholinguistics,22,217-234.
Wesche,M.,&Paribakht,T.S.(1996).Assessing second language vocabulary knowledge:Depth versus breadth.Canadian Modern Language Review,53,13-40.
Zhang,D.(2013).Linguistic distance effect on cross-linguistic transfer of morphological awareness.Applied Psycholinguistics,34,917-942.
Zhang,D.,&Koda,K.(2012).Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension:Testing direct and indirect effects.Reading and Writing:An Interdisciplinary Journal,25,1195-1215.
Zhang,H.S.(2015).Morphological awareness in vocabulary acquisition among Chinese-speaking children:Testing partial mediation via lexical inference ability.Reading Research Quarterly,50,129-142.
Zhang,L.J.(2002).Metamorphological awareness and EFL students'memory,retention,and retrieval of English adjectival lexicons.Perceptual and Motor Skills,95,934-944.
Bonferroni correction and Holm-Bonferroni correction(powerful step-down procedure)were used to adjust significant levels and all null hypotheses were rejected at.01 or.001.
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