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本研究根据阅读成分理论,以548名中国大学二年级学生为研究对象,调查了学生的词汇广度,并探讨了元认知知识、词汇广度和二语阅读水平之间的关系。结果表明,学生词汇广度接近3 000词水平,在5 000词和学术词汇水平均表现困难。词汇广度不仅对二语阅读发生显著影响,还可调节元认知知识对二语阅读的影响。当学生的词汇量低于3 000词时,除了翻译策略,元认知知识的各维度都不对二语阅读发生显著影响。当学生的词汇量达到3 000词的阈值时,元认知知识对二语阅读的影响明显增强。个体知识中的兴趣、自我效能和学习目标都对二语阅读发生显著影响。
Abstract：The study investigates the relationships among metacognitive knowledge,vocabulary size and EFL academic reading based on 548non-English major sophomore students in China.The findings reveal that Chinese tertiary EFL readers have a good command of 2 000-word level and approach 3 000-word level.Vocabulary size does not only exert direct influences on EFL reading comprehension ability,but also plays a significant moderating role in regulating the effect of metacognitive knowledge on EFL reading comprehension ability.When the vocabulary size reaches above the threshold of 3 000 words,metacognitive knowledge plays an increasing role in EFL reading comprehension ability.
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基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2015.05.009
中图分类号:H319
引用信息:
[1]李洁.元认知知识、词汇广度和二语阅读水平关系研究[J].中国外语,2015,12(05):57-67.DOI:10.13564/j.cnki.issn.1672-9382.2015.05.009.
基金信息:
教育部人文社会科学研究规划基金项目(14YJA740018);; 湖北省教育厅人文社会科学研究项目(14Z031);; 中南财经政法大学校级教学改革研究项目(21122910205)的阶段性成果