How vocabulary knowledge and grammar knowledge influence L2 reading comprehension: a finer-grained perspective

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-01-25 DOI:10.1007/s10212-024-00793-x

Huilin Chen, Huan Mei

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Abstract

Based on theories on vocabulary knowledge, grammar knowledge, and reading comprehension subcomponents, ten attributes/subskills were defined for 50 items from relevant subtests of TEM4 (Band Four of Test for English Majors in China). Cognitive diagnosis was conducted on the TEM4 data of the randomly sampled 2285 examinees (roughly at the B2 level) through the saturated generalized deterministic inputs, noisy “and” gate (G-DINA) model. The person parameters obtained from cognitive diagnosis served as the basis for simple multiple regression and path analyses for detecting relationship patterns. The study discovered that the relationship pattern at both construct and attribute/subskill levels can be better described as a mediation pattern in which vocabulary knowledge and its attributes are more suitable to serve as the starting point for reading comprehension. The study also discussed the patterns of the impact of vocabulary and grammar attributes on reading subskills as well as the internal subskill relationships within the construct of reading comprehension.

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词汇知识和语法知识如何影响 L2 阅读理解：细粒度视角

基于词汇知识、语法知识和阅读理解子项的理论，对中国英语专业四级考试（TEM4）相关子测试的50个项目定义了10个属性/子技能。通过饱和广义确定性输入、噪声 "和 "门（G-DINA）模型，对随机抽取的 2285 名考生（大致处于 B2 水平）的 TEM4 数据进行了认知诊断。从认知诊断中获得的个人参数成为简单多元回归和路径分析的基础，用于检测关系模式。研究发现，建构和属性/子技能层面的关系模式更适合描述为一种中介模式，即词汇知识及其属性更适合作为阅读理解的起点。研究还讨论了词汇和语法属性对阅读子技能的影响模式，以及阅读理解建构中的内部子技能关系。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.