词汇和语法知识在听力理解中的作用-外国语言学及应用语言学专业论文.docxVIP

5 5 Chapter Two: Literature Review This chapter is made up of two main sections: introduction of related terms and review of previous researches. Firstly, this chapter introduces relevant terms in vocabulary knowledge, grammatical knowledge and listening comprehension, including their basic notions and analytical frameworks. Secondly, it reviews the previous studies on the relationship between lexical knowledge and reading comprehension, between grammatical knowledge and reading comprehension and between the lexical and grammatical knowledge to listening comprehension. Introduction of Related Terms Vocabulary Knowledge The theoretical point of this study is the contrast of receptive vocabulary knowledge and productive vocabulary knowledge as well as the basic distinction between breadth and depth of vocabulary. Although researchers have arguments on the manner by which we can define the multidimensional nature of vocabulary knowledge, this distinction appears to be commonly accepted (e.g., Anderson Freebody, 1981; Qian, 1999, 2002; Read, 1993; Wesche Paribakht, 1996). Distinction between Breadth and Depth of Vocabulary Knowledge Breadth of vocabulary knowledge, or vocabulary size, refers to the quantity or the number of words that learners know at a particular level of language proficiency (Nation, 2001). Studies of vocabulary size have been published since early in the last century. In recent years, another aspect of vocabulary knowledge—the depth of word knowledge – has also aroused great interest among applied linguistics. Depth of vocabulary knowledge refers to the quality of lexical knowledge, or how well learners know a word (Meara, 1996; Read, 1993, 2000). It includes various components that have been mentioned in the vocabulary knowledge frameworks proposed by Nation PAGE PAGE 6 (1990, 2001) and Laufer (1997) Distinction between Receptive and Productive Vocabulary Knowledge Compared with distinction between breadth and depth of vocabulary knowledge, the