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The effects of vocabulary knowledge ...

Huang, Chin-cheng.

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The effects of vocabulary knowledge and prior knowledge on reading comprehension of EFL students in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of vocabulary knowledge and prior knowledge on reading comprehension of EFL students in Taiwan./
作者:	Huang, Chin-cheng.
面頁冊數:	272 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1499.
Contained By:	Dissertation Abstracts International60-05A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9929306
ISBN:	9780599291539

The effects of vocabulary knowledge and prior knowledge on reading comprehension of EFL students in Taiwan.
Huang, Chin-cheng.

The effects of vocabulary knowledge and prior knowledge on reading comprehension of EFL students in Taiwan. - 272 p.

Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1499.

Thesis (Ph.D.)--Ohio University, 1999.

This item must not be sold to any third party vendors.

The study investigates the effects of vocabulary knowledge and prior knowledge (schemata) on reading comprehension of Taiwanese students who study English as a foreign language. This research was conducted in 3 junior high schools, 3 senior high schools, and 4 colleges/universities in Taiwan. The subjects consisted of 290 9th graders, 254 12th graders, and 329 college juniors. Each subject was given the same time period to complete the Vocabulary Levels Test (VLT), reading passages, the recall protocol in Chinese, and the Inventory of Background Knowledge and Interest Questionnaire (IBKIQ). Each subject read two reading passages (one in Chinese and one in English) that had similar content knowledge; half of the subjects in a class read the Chinese passage first while the remainders read the English one first. The VLT included 1,000-word, 2,000-word, 3,000-word, 5,000-word, and university word levels. A subject reached a certain vocabulary level when he/she correctly answered 13 (72.2%) out of 18 items. The reading comprehension score was measured from an ideal unit analysis of students' recall protocol.

ISBN: 9780599291539Subjects--Topical Terms:

2122756
Reading instruction.

The effects of vocabulary knowledge and prior knowledge on reading comprehension of EFL students in Taiwan.
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245 1 4 $a The effects of vocabulary knowledge and prior knowledge on reading comprehension of EFL students in Taiwan.
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500 $a Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1499.
500 $a Director: Dorothy Leal.
502 $a Thesis (Ph.D.)--Ohio University, 1999.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The study investigates the effects of vocabulary knowledge and prior knowledge (schemata) on reading comprehension of Taiwanese students who study English as a foreign language. This research was conducted in 3 junior high schools, 3 senior high schools, and 4 colleges/universities in Taiwan. The subjects consisted of 290 9th graders, 254 12th graders, and 329 college juniors. Each subject was given the same time period to complete the Vocabulary Levels Test (VLT), reading passages, the recall protocol in Chinese, and the Inventory of Background Knowledge and Interest Questionnaire (IBKIQ). Each subject read two reading passages (one in Chinese and one in English) that had similar content knowledge; half of the subjects in a class read the Chinese passage first while the remainders read the English one first. The VLT included 1,000-word, 2,000-word, 3,000-word, 5,000-word, and university word levels. A subject reached a certain vocabulary level when he/she correctly answered 13 (72.2%) out of 18 items. The reading comprehension score was measured from an ideal unit analysis of students' recall protocol.
520 $a Multiple regression, independent t-test, and bivariate correlation were employed to analyze the collected data. The results reveal that the 3,000-word level is the threshold of vocabulary knowledge when Taiwanese students learn English as a foreign language. Junior high school students in Taiwan depend more heavily on background knowledge than on vocabulary knowledge to comprehend English texts while senior high school students and college/university students rely more on vocabulary knowledge. Overall, students' reading comprehension on the English text accounted for 1.37% of the effect of pure prior knowledge, 68.37% of the effect of pure vocabulary knowledge, and 10.44% of the effect of the interaction of prior knowledge and vocabulary knowledge. Additionally, once readers completely comprehend the L2 text, they can recall a similar amount of information from the texts in L1 and L2 that have similar content knowledge. The researcher suggests that English teachers in Taiwan should help their students learn high frequency words to reach the 3,000-word level as rapidly as possible.
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