Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension
Comparing higher‐ and lower‐proficiency readers
Bibliographic Data
| ID | 8936159 |
|---|---|
| Authors | Tianxu Chen (0000-0002-3683-0837, Minzu University of China Beijing China, corresponding author), Dongbo Zhang (0000-0002-4175-2052, University of Exeter Exeter UK) |
| Year | 2023 |
| Volume | 56 |
| Issue | 3 |
| Pages | 786-806 |
| Publication date | 2023-05-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12687 |
| OpenAlex | W4367680089 |
| Language | EN |
| Citations received | 2 |
| References cited | 39 |
Grammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative contributions of vocabulary knowledge. Based on the Lexical Quality Hypothesis and the Reading Systems Framework, this study investigated 238 L2 Chinese learners who were college‐level students in China, using a set of reading‐related tasks. The results showed that (1) vocabulary breadth and grammatical knowledge independently contributed to L2 reading comprehension with grammatical knowledge being a more deciding factor; (2) different aspects of vocabulary depth (i.e., polysemy and synonymy), over and above vocabulary breadth and grammatical knowledge, played an independent role; and (3) more importantly, lower‐proficiency learners relied more on vocabulary breadth whereas higher‐proficiency learners made more use of vocabulary depth during text‐level comprehension
Comprehension · Language proficiency · Linguistics · Mathematics education · Reading (process · Reading comprehension · Set (abstract data type · Vocabulary · Vocabulary development · Computer Science · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Text Readability and Simplification
Learning Vocabulary in Another Language
Insights into Second Language Reading
Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension
The lexical quality hypothesis
Inference making ability and its relation to comprehension failure in young children
Word Knowledge in a Theory of Reading Comprehension
Three Dimensions of Vocabulary Development
Development of morphological awareness in Chinese and English
Reading Ability
The role of knowledge in discourse comprehension
The Effects of Vocabulary Breadth and Depth on English Reading
Comprehension and Knowledge Components That Predict L2 Reading
Is Vocabulary Knowledge Sufficient for Word-Meaning Inference? An Investigation of the Role of Morphological Awareness in Adult L2 Learners of Chinese
The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading
Hanyu Shuiping Kaoshi (HSK)
The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance
A Review of L1 and L2/ESL Word Integration Skills and the Nature of L2/ESL Word Integration Development Involved in Lower‐Level Text Processing
Working memory in L2 reading comprehension
Effects of task complexity and working memory capacity on L2 reading comprehension
The contribution of morphological awareness to lexical inferencing in L2 Chinese
Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance
L2 Reading Comprehension and Its Correlates
Size and Depth of Vocabulary Knowledge
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |