Zhang, Dongbo. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96, 558-575.
摘要：Using structural equation modeling analysis, this study examined the contribution of vocabulary and grammatical knowledge to second language reading comprehension among 190 advanced Chinese English as a foreign language learners. Vocabulary knowledge was measured in both breadth (Vocabulary Levels Test) and depth (Word Associates Test); grammatical measures focused on learners' implicit (timed grammaticality judgment task), as well as explicit knowledge (grammatical error correction task); reading comprehension had three indicators, namely, co-reference, textual inference, and gist. Vocabulary knowledge related significantly to reading comprehension; grammatical knowledge showed a weak contribution to reading comprehension after controlling for the effect of vocabulary knowledge. In addition, learners' implicit knowledge of grammar had a stronger relationship to reading comprehension than explicit knowledge, over and above the effect of vocabulary size. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language learning, applied linguistics, reading readiness/acquisition/achievement, Reading Comprehension, Second Language Reading, English as a Second Language Learning, Vocabulary Size
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