哪种类型的词汇知识能更好地与阅读-理解、意义-认知或意义-回忆相关联？

IF 3.6 2区文学 Q1 LINGUISTICS

Relc Journal Pub Date : 2024-04-22 DOI:10.1177/00336882241246619

Chihiro Komiya, Stuart Mclean

{"title":"哪种类型的词汇知识能更好地与阅读-理解、意义-认知或意义-回忆相关联？","authors":"Chihiro Komiya, Stuart Mclean","doi":"10.1177/00336882241246619","DOIUrl":null,"url":null,"abstract":"This study investigated the relationships between two types of vocabulary tests and second language reading-comprehension (RC) in a classroom assessment setting. A group of 40 learners completed a written-receptive meaning-recall measure of the Updated Vocabulary Levels Test (UVLT) and the written-receptive meaning-recognition UVLT. Correlation analysis was conducted to examine the relationships between scores from the two tests and The TEST of English for International Communication Reading scores. The results showed that the relationship between the meaning-recall and RC ( r =0 .85, p <0 .001) was higher than between the meaning-recognition and RC ( r =0 .78, p <0 .001) with a significant difference (Steiger's z = 3.06, p =0 .002). This suggests that meaning-recall knowledge is a better predictor of RC.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Which Type of Vocabulary-Knowledge Better Correlates with Reading-Comprehension, Meaning-Recognition or Meaning-Recall?\",\"authors\":\"Chihiro Komiya, Stuart Mclean\",\"doi\":\"10.1177/00336882241246619\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study investigated the relationships between two types of vocabulary tests and second language reading-comprehension (RC) in a classroom assessment setting. A group of 40 learners completed a written-receptive meaning-recall measure of the Updated Vocabulary Levels Test (UVLT) and the written-receptive meaning-recognition UVLT. Correlation analysis was conducted to examine the relationships between scores from the two tests and The TEST of English for International Communication Reading scores. The results showed that the relationship between the meaning-recall and RC ( r =0 .85, p <0 .001) was higher than between the meaning-recognition and RC ( r =0 .78, p <0 .001) with a significant difference (Steiger's z = 3.06, p =0 .002). This suggests that meaning-recall knowledge is a better predictor of RC.\",\"PeriodicalId\":46946,\"journal\":{\"name\":\"Relc Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2024-04-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Relc Journal\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1177/00336882241246619\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Relc Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/00336882241246619","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}

引用次数: 0

摘要

本研究调查了在课堂评估环境中两种类型的词汇测试与第二语言阅读理解（RC）之间的关系。一组 40 名学习者完成了最新词汇水平测试（UVLT）的书面-接受-意义-回忆测量和书面-接受-意义-认知 UVLT。我们对这两项测试的分数与国际交流英语测试阅读分数之间的关系进行了相关分析。结果表明，意义回忆与 RC 之间的关系（r =0 .85，p <0 .001）高于意义认知与 RC 之间的关系（r =0 .78，p <0 .001），且差异显著（Steiger's z = 3.06，p =0 .002）。这表明，意义识记知识能更好地预测 RC。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Which Type of Vocabulary-Knowledge Better Correlates with Reading-Comprehension, Meaning-Recognition or Meaning-Recall?

This study investigated the relationships between two types of vocabulary tests and second language reading-comprehension (RC) in a classroom assessment setting. A group of 40 learners completed a written-receptive meaning-recall measure of the Updated Vocabulary Levels Test (UVLT) and the written-receptive meaning-recognition UVLT. Correlation analysis was conducted to examine the relationships between scores from the two tests and The TEST of English for International Communication Reading scores. The results showed that the relationship between the meaning-recall and RC ( r =0 .85, p <0 .001) was higher than between the meaning-recognition and RC ( r =0 .78, p <0 .001) with a significant difference (Steiger's z = 3.06, p =0 .002). This suggests that meaning-recall knowledge is a better predictor of RC.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Relc Journal LINGUISTICS-

CiteScore

8.10

自引率

10.00%

发文量

期刊介绍： The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.