How Inference Making Mediates the Relation Between Vocabulary Knowledge and Reading Comprehension for Chinese EFL Middle School Students
(주)코리아스칼라
- 최초 등록일
- 2023.09.25
- 최종 저작일
- 2023.09
- 20페이지/ 어도비 PDF
- 가격 5,500원
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국영어교육학회
ㆍ수록지정보 : 영어교육 / 78권 / 3호
ㆍ저자명 : Yujie Shi
목차
1. INTRODUCTION
2. LITERATURE REVIEW
2.1. The Effect of Vocabulary Knowledge on Inference Making andReading Comprehension
2.2. The Effect of Inference Making in Reading Comprehension
2.3. Indirect Effects of Vocabulary Through Inference Making on ReadingComprehension
3. METHODOLOGY
3.1. Participants
3.2. Measures
3.3. Data Analysis
4. RESULTS
4.1. Descriptive Statistics
4.2. Direct Effect of Vocabulary Knowledge on Inference Making andReading Comprehension
4.3. Indirect and Total Effects of Vocabulary on Reading Comprehension
5. DISCUSSION
6. CONCLUSION AND LIMITATION
영어 초록
This study aimed to explore the role of inference making in the relation between vocabulary knowledge (breadth and depth) and reading comprehension for 487 ninthgrade Chinese EFL students who were categorized as either struggling or adequate. Path analysis was used to examine both direct and mediated effects. The results indicated a statistically significant indirect effect of vocabulary knowledge on reading comprehension, mediated by inference making, for the entire participant group. However, there were notable differences between the struggling and adequate readers, as evidenced by distinct path diagrams. For struggling readers, the indirect effect of vocabulary breadth on reading comprehension through inference making was significant, while that of vocabulary depth was not significant. For adequate readers, both vocabulary breadth and depth directly explained reading comprehension. These results are discussed in the EFL context, encompassing assessment and instructional implications for EFL readers with varying levels of reading abilities.
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