{"title":"词汇知识和词形意识对外语阅读理解的贡献","authors":"Mark Feng Teng, Yachong Cui","doi":"10.1111/1467-9817.70000","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL) readers, remains largely underspecified. The main purpose of the current study was to examine the relative significance of VK and MA in foreign language reading ability and to identify the direct and indirect pathways from various facets of MA to EFL reading comprehension.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A total of 396 EFL learners took a standardised reading test (TOEIC), along with a battery of three MA tests and two VK tests, which assessed both the breadth and depth of VK.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>(1) Hierarchical regression analysis indicated that both VK and MA had significant effects on EFL reading comprehension, with VK contributing more to reading comprehension than MA. (2) Path analysis showed that MA had both direct and indirect effects on EFL reading comprehension via the breadth and depth of VK.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Our results established that VK was a stronger predictor of reading comprehension than MA and elucidated the direct and indirect pathways within the morphological pathways framework through which MA contributes to reading comprehension. Relevant implications were discussed based on the results.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 2","pages":"131-152"},"PeriodicalIF":2.0000,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The contribution of vocabulary knowledge and morphological awareness to reading comprehension in a foreign language\",\"authors\":\"Mark Feng Teng, Yachong Cui\",\"doi\":\"10.1111/1467-9817.70000\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL) readers, remains largely underspecified. The main purpose of the current study was to examine the relative significance of VK and MA in foreign language reading ability and to identify the direct and indirect pathways from various facets of MA to EFL reading comprehension.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A total of 396 EFL learners took a standardised reading test (TOEIC), along with a battery of three MA tests and two VK tests, which assessed both the breadth and depth of VK.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>(1) Hierarchical regression analysis indicated that both VK and MA had significant effects on EFL reading comprehension, with VK contributing more to reading comprehension than MA. (2) Path analysis showed that MA had both direct and indirect effects on EFL reading comprehension via the breadth and depth of VK.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Our results established that VK was a stronger predictor of reading comprehension than MA and elucidated the direct and indirect pathways within the morphological pathways framework through which MA contributes to reading comprehension. Relevant implications were discussed based on the results.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47611,\"journal\":{\"name\":\"Journal of Research in Reading\",\"volume\":\"48 2\",\"pages\":\"131-152\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2025-02-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.70000\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.70000","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The contribution of vocabulary knowledge and morphological awareness to reading comprehension in a foreign language
Background
Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL) readers, remains largely underspecified. The main purpose of the current study was to examine the relative significance of VK and MA in foreign language reading ability and to identify the direct and indirect pathways from various facets of MA to EFL reading comprehension.
Methods
A total of 396 EFL learners took a standardised reading test (TOEIC), along with a battery of three MA tests and two VK tests, which assessed both the breadth and depth of VK.
Results
(1) Hierarchical regression analysis indicated that both VK and MA had significant effects on EFL reading comprehension, with VK contributing more to reading comprehension than MA. (2) Path analysis showed that MA had both direct and indirect effects on EFL reading comprehension via the breadth and depth of VK.
Conclusions
Our results established that VK was a stronger predictor of reading comprehension than MA and elucidated the direct and indirect pathways within the morphological pathways framework through which MA contributes to reading comprehension. Relevant implications were discussed based on the results.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
