【作者】 陆颖；

【导师】 韩亚文；

【作者基本信息】 南京工业大学 ， 外国语言学及应用语言学， 2012， 硕士

【摘要】 在二语习得领域，阅读流利程度正受到越来越多的关注。以往研究就文本切分，二语水平或阅读水平等因素对阅读流利程度的影响就行了分析，但就词汇切分和词汇量对其影响研究甚少。因此，本研究旨在探讨词块切分和词汇量对二语学习者阅读流利程度的影响，具体研究以下问题：1.词汇组块对二语学习者阅读流利程度有没有显著影响？2.词汇量对二语学习者阅读流利程度有没有显著影响？3.词块切分和词汇量之间对二语学习者阅读流利程度有没有交互效应？本研究的受试者来自南京工业大学四个自然班的78名非英语专业一年级学生。实验前，受试者参加了词汇量测试，根据受试的词汇量测试结果将他们分成高低水平两组。随后受试者随堂参加了阅读测试并在不看原文的情况下完成相应阅读任务，此阅读测试共四篇文章，分别以不同切分模式呈现在电脑屏幕上。受试者的阅读流利程度通过阅读理解程度，阅读速度以及回看次数来衡量，电脑记录了每位受试者的阅读时间和阅读中的回看次数，受试者的阅读水平根据他们完成阅读任务的正确率来分析。本研究中组间变量为词汇量，组内变量为词汇组块，通过双向方差分析，得出以下结论：1.将阅读材料切分成有意义的词块对语言学习者的阅读流利程度有显著的影响。实验结果显示长词块的切分对流利程度而言是最有效的方式，如果词块切分过短反而会干扰二语学习者的阅读理解程度，阅读速度以及阅读流畅性。2.词汇量对阅读理解程度有显著影响，而对阅读速度及阅读流畅性没有显著影响。词汇量越大对篇章的理解更透彻，但是阅读速度未必更快，阅读也未必更顺畅。3.词汇组块和词汇量之间对二语学习者阅读流利程度没有交互效应。原因在于阅读本身是一个复杂的过程，需要阅读者综合的处理能力，比如词汇解码能力，将句子段落篇章作为一个整体来考察的能力等。缺少任何一种能力都不能保证阅读的流畅，所以很可能对于此实验的受试者而言词汇组块和词汇量并不是影响他们阅读的主要因素。概而言之，本研究发现词汇组块对二语学习者的阅读流利程度有显著影响，词汇量对阅读流利程度影响不显著，两者之间没有交互效应。本研究不仅支持了词汇组块和词汇量与阅读流利程度的相关研究，还对有效帮助二语学习者的词汇习得和篇章理解提供了视角。更多还原

【Abstract】 Reading fluency is currently receiving an increasing amount of attention in theliterature on second language learning. Most previous studies explored the effects oftext segmentation, language proficiency or reading ability on reading fluency, whereaslittle research was conducted on how lexical chunking and L2learners’ vocabularysize contribute to reading fluency. Thus, this study aims to explore the effects oflexical chunking and vocabulary size on EFL learners’ reading fluency. It addressesthe following research questions:1) Is there any significant effect of lexical chunking on reading fluency of L2learners?2) Is there any significant effect of vocabulary size on reading fluency of L2learners?3) Is there any interaction of lexical chunking and vocabulary size on readingfluency of L2learners?The seventy-eight first-year non-English majors were chosen as subjects fromfour intact classes at Nanjing University of Technology. Prior to the study, all theparticipants took part in a vocabulary size test, on which their vocabulary size wasexamined. Then they were classified into two groups according to the scores of theirvocabulary size test, i.e., the large and small vocabulary size groups. After that theparticipants were required during their regular English classes to read four modes ofpassages presented on computers and complete the question answer sheets withoutreferring to the passages. In this test reading fluency was assessed according to theresults of reading comprehension, reading rate and regression indice. The computerrecorded the time every participant spent on reading together with the times theyregressed and the level of reading comprehension was measured by the accuracy rate on the questions.In this study, vocabulary size was a between-subjects variable, and lexicalchunking was a within-subjects variable. So a two-way ANOVA was conducted. Themajor findings are displayed as follows:Firstly, the results of the study indicate that grouping passages into meaningfulunits has significant effect on readers’ reading fluency. The most facilitative way ofchunking is to cue sentences with appropriate length. If the chunking is too short insize, it will turn out to be quite disruptive and negative on L2learners readingcomprehension, reading rate and reading smoothness.Secondly, vocabulary size has a significant influence on reading comprehension,but has not on reading rate and the times readers backtracked. In other words, thelarge vocabulary size of a learner will result in better understanding during readingand will not obviously increase the reading speed or reduce the times they readbackward.Last but not least, there is no interaction between chunking and vocabulary sizewhen examining their effects on reading fluency. Reading is a complex process andrequires integrated ability at all levels of processing: the ability at the word level fordecoding; the ability at the level of sentences, paragraphs and the text as a whole forcomprehension. The absence of the ability at any one of the levels can lead to readers’reading dysfluency. Possibly, for these subjects these two elements are not the majorones affecting their reading results.To sum up, L2learners’ reading fluency was significantly influenced by lexicalchunking and affected by vocabulary size to some extent. However, there was nointeraction between lexical chunking and vocabulary size. These results lend supportto some of the similar researches examining effects of chunking as well as vocabularysize on reading fluency and give some insights into finding a facilitative way to assistL2learners’ with their vocabulary acquisition and text understanding.更多还原