阅读中影响词汇推理的因素分析

词汇推理是二语阅读中关键的环节之一。本文从读者因素和篇章因素两个方面对影响词汇推理的因素展开分析,读者因素从二语习得者的词汇知识、对主题的熟悉程度和二语习得者的语言水平三个主要方面来展开讨论;篇章因素主要从生词因素和语境因素这两个方面展开阐述。随着未来对词汇推理研究的深入,我们将会对词汇加工的过程有更加深入的了解。     

Differential lexical predictors of reading comprehension in fourth graders

The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it serves as an output for the decoding process and as an input for comprehension processes. Although different aspects of the lexicon can be distinguished, research on the role of the mental lexicon in reading comprehension often does not take these individual aspects of the lexicon into account. The current study used a multicomponent approach to examine whether measures of spoken and written vocabulary breadth, vocabulary depth, and semantic relatedness were differentially predictive of individual differences in reading comprehension skills in fourth-grade students. The results indicated that, in addition to nonverbal reasoning, short-term memory, and word decoding, the four measures of lexical quality substantially added (30 %) to the proportion of explained variance of reading comprehension (adding up to a total proportion of 65 %). Moreover, each individual measure of lexical quality added significantly to the prediction of reading comprehension after all other measures were taken into account, with written lexical breadth and lexical depth showing the greatest increase in explained variance. It can thus be concluded that multiple components of lexical quality play a role in children’s reading comprehension.     

Early phonological and lexical markers of reading disabilities

Phonological and lexical characteristics of 30-month-old children’s spontaneous language samples were examined as indicators of later reading outcome. Participants were 27 children, 10 children with reading disability and 17 children without reading disability. Of the non-disabled readers, 7 were at high familial risk for reading disability, and 10 came from families with no history of reading difficulties. Children later identified as reading disabled at second grade and beyond demonstrated narrower lexical diversity and simpler phonological forms as compared to the normal reading participants. Implications of reduced phonological complexity in the productive lexicons of reading disabled children are discussed.     

原型范畴理论和大学精读课堂中的词汇教学

本文以原型范畴理论为指导,阐述了词汇中的原型体现,并将原型范畴理论应用于精读课堂的词汇教学中,希望对大学的英语词汇教学给予一定的启示。     

The use of computer-automated reading in reading instruction

This study evaluates the use of computer-automated reading in reading instruction and illustrates a resource role for school psychologists in providing consultative assistance for computer-assisted instruction. A reading specialist serving as the teacher's aide was taught to write computer programs for automated reading on a personal computer with a speech synthesizer. The teacher selected six beginning-reading books for her remedial reading classes with 1st- and 2nd-grade students. Five 1st-grade and five 2nd-grade students, enrolled in a compensatory education program, were randomly assigned to two experimental groups; five 1st-grade and five 2nd-grade students, enrolled in the same program, were randomly assigned to two control groups. The students in the experimental groups received automated reading with their instruction; the students in the control groups received instruction in the same books, without automated reading. Pre- and posttests of word recognition, phrase reading, and reading comprehension were administered. The random selection of 1st-grade students failed to yield comparable groups, and the contrast of adjusted posttest scores was nonsignificant. Analyses of covariance on the reading criteria for the 2nd-grade groups indicated significant achievement gains for the experimental group.     

Rapid serial naming and reading ability: the role of lexical access

Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming with reading.     

How logical reasoning mediates the relation between lexical quality and reading comprehension

The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms. Results showed that both types of syllogisms partly mediated the relation between lexical quality and reading comprehension, but also had a unique additional effect on reading comprehension. The indirect effect of lexical quality on reading comprehension via syllogisms was driven by vocabulary knowledge. It is concluded that measures of syllogistic reasoning account for higher-order thinking processes that are needed to make inferences in reading comprehension. The role of lexical quality appears to be pivotal in explaining the variation in reading comprehension both directly and indirectly via syllogistic reasoning.     

The influence of lexical and sublexical variables in normal and poor Spanish readers

The main aim of our study was to find out the effect of several lexical and sublexical variables (lexical category, lexical frequency, syllabic structure, and word length) in the acquisition of reading in a transparent language such as Spanish. The second goal of our study was the comparison of the effect of these variables in normal and poor Spanish readers. One hundred and forty children (aged between 6 and 12), twenty of whom were poor readers, were tested using a reading test of 306 items in which we balanced all the variables. The dependent variable was the percentage of correct responses in a decontextualized word reading test. Our results showed that all the above mentioned variables produced a significant effect on the number of errors made by the children. This pattern of results suggests no difference between the processes involved in the reading acquisition of Spanish and those implicated in deep orthographies such as English. Our results also showed no qualitative differences between normal and poor readers. The four variables studied showed the same behaviour in their effect on reading performance for both normal and poor readers, indicating that poor readers also use both the lexical and the phonological route. Our data suggest the universality of the dual route model, independent of the transparency or opaqueness of the different alphabetical languages.     

The impact of lexical inferencing strategies on second language reading proficiency

Abstract. This study focuses on the source of reading problems of English as a second language learners at the high school level. The results indicate that while reading comprehension is impacted by level of receptive vocabulary knowledge, the ability to select and implement word-appropriate lexical inferencing strategies can compensate for low receptive vocabularies in relation to the demands of the text. The ability to make this selection, however, implies not only sensitivity to word structure, but also the ability to implement morphological analysis in conjunction with contextual guessing, where appropriate. These findings suggest that the development of English as a second language reading proficiency may be accelerated by acquisition of the meanings of the most productive affixes of English in conjunction with instruction in the principles of morphological analysis.     

The impact of lexical inferencing strategies on second language reading proficiency

Abstract. This study focuses on the source of reading problems of English as a second language learners at the high school level. The results indicate that while reading comprehension is impacted by level of receptive vocabulary knowledge, the ability to select and implement word-appropriate lexical inferencing strategies can compensate for low receptive vocabularies in relation to the demands of the text. The ability to make this selection, however, implies not only sensitivity to word structure, but also the ability to implement morphological analysis in conjunction with contextual guessing, where appropriate. These findings suggest that the development of English as a second language reading proficiency may be accelerated by acquisition of the meanings of the most productive affixes of English in conjunction with instruction in the principles of morphological analysis.     

高职非英语专业学生阅读过程中词汇障碍的分析及研究

对学生阅读情况的调查问卷显示:高职高专非英语专业学生在阅读过程中的障碍主要表现在词汇量不足上。本文分析问卷调查中的数据,对学生阅读过程中的词汇障碍进行分析,寻找应对策略。     

Investigating profiles of lexical quality in preschool and their contribution to first grade reading

This longitudinal study investigated profiles of lexical quality domains in preschool children and the extent to which profile membership predicted reading comprehension in first grade. A latent profile analysis was conducted to classify 420 preschool children on lexical quality domains, including orthography, phonology, morphosyntax, and vocabulary. Regression analysis was used to determine whether profile membership was associated with first grade outcomes across reading comprehension and its components (i.e., listening comprehension and word recognition). Results revealed five profiles of lexical quality which were predictive of all three outcomes in first grade. Children in low lexical quality profiles performed more poorly on the outcome measures than children in the higher lexical quality profiles. Additionally, profile membership did differentially predict later reading outcomes. These results suggest that lexical quality profiles are associated with reading and therefore may offer a means of early identification of children who are susceptible to future reading difficulties.     

CET-4阅读理解测试题:词·句·篇

阅读理解历来在大学英语教学和全国大学英语四、六级考试中处于主导地位。就目前情况而言,阅读仍然是第一层次的要求,是大学英语教学和测试的主要内容。无论是从阅读理解所占的分值比重来看,还是从整个CET试卷的命题侧重点来看,考生具有较强的阅读能力是学习和考试成功的关键。试从词·句·篇三方面来研析四级全真阅读材料,以期对考生的复习迎考有所帮助。     

《红高粱家族》中词汇并行与空缺的翻译与接受

汉英两种语言既具相似性又有差异,尤其体现在词汇上。从汉英词汇存在的并行与空缺现象入手,从葛译《红高粱家族》中分别选用的翻译方法及其在译入语中的接受情况,可为其他译者提供借鉴,有助于构建中国文学外译模式,推动中国文化走出去,进而提升中国文化软实力。     

探究英语体育新闻的词汇特点

体育是人类社会文化生活不可缺少的组成部分,体育活动和体育比赛已成为日常生活中人们关心的主要话题之一。作为大众了解体育的重要信息来源,体育新闻在新闻报道中的地位也是举足轻重。体育新闻除具有一般新闻的特点外,自身还有着鲜明的语言特色,如大量使用专业术语、缩略词、结构简洁、幽默夸张等。本文围绕体育报道的用词特点,借助实例加以分析、总结,以期帮助读者了解西方英语体育新闻的写作特点,并感受其背后的文化精神与魅力。     

Lexical expertise and reading skill: bottom-up and top-down processing of lexical ambiguity

The lexical quality hypothesis assumes that skilled readers rely on high quality lexical representations that afford autonomous lexical retrieval and reduce the need to rely on top-down context. This experiment investigated this hypothesis by comparing the performance of adults classified on reading comprehension and spelling performance. ‘Lexical experts’, defined by above average performance on both measures, were compared with individuals who are good readers/poor spellers, poor readers/good spellers, or poor on both measures. Sentences finishing with a homograph (e.g., She danced all night at the ball) were followed by a probe word and participants had to decide whether it had occurred in the sentence. Critical probe words were related to either the sentence-congruous or the sentence-incongruous meaning of the homograph (e.g., waltz vs. throw). Lexical experts showed less interference from related probes than the other groups. When the sentences were presented at fast rates, poorer spellers showed interference for sentence-congruous but not sentence-incongruous probes. However, at slower presentation rates, all groups showed equivalent interference for both types of probes. The results support the lexical quality hypothesis by showing that high quality lexical representations, indexed by better spelling, are associated with reduced reliance on sentence context.

Flexible use of lexical and sublexical information in word recognition

Within the dual‐route framework it is hypothesised that readers exhibit flexibility in their use of lexical and non‐lexical information in word naming. In the present study, participants named high‐ and low‐frequency regular one‐syllable English words embedded within lists of regular or irregular one‐ or two‐syllable English words. A large number of irregular words should bias the reader toward the lexical route, whereas a list consisting exclusively of regular words should allow more efficient use of sublexical information present in the word. Word frequency effects were obtained when the list was dominated by either regular or irregular two‐syllable filler words. Furthermore, there was an interaction between frequency and regularity for the one‐syllable words, indicating that the frequency effect was significantly larger when the fillers were one‐syllable irregular words relative to one‐syllable regular words. These results extend those reported for a shallow orthography, and indicate strategic control over the use of phonological and lexical information in English word recognition.     

阅读规律与阅读教学

“披文入情”,熟读记诵;“以意逆志”,自得自求;博约相兼,“循序渐进”;“专心致志”,坚韧有恒,是我们的古人从长期汉语文教学实践中总结出来的阅读规律。它的应用曾为灿烂的华夏古代文明建设和华夏精英的育养做出重要贡献。它根源于中华民族心理特征和汉语的非形态性、汉字的表意性。它至今仍具有很大的实践价值。继承并发展它,将有效提高阅读教学水平,使语文教学早日摆脱少慢差费的困扰。     

跨文化思维能力在西语低年级精读课中的培养

为了培养出既掌握听、说、读、写、译基本语言技能,又具备跨文化交流能力的应用型人才,我们从跨文化交际与西班牙语习得的关系着手,分析跨文化思维能力培养在西语低年级精读课学习中的必要性,制定出行之有效的教学方法并在课堂进行实践对比,通过分析得出结论,进一步完善教学改革,帮助学生实现无障碍跨文化交流的学习目的。