Vocabulary’s relationship to reading proficiency is frequently cited as a justification for the assessment of L2 written receptive vocabulary knowledge. However, to date, there has been relatively little research regarding which modalities of vocabulary knowledge have the strongest correlations to reading proficiency, and observed differences have often been statistically non-significant. The present research employs a bootstrapping approach to reach a clearer understanding of relationships between various modalities of vocabulary knowledge to reading proficiency. Test-takers (N = 103) answered 1000 vocabulary test items spanning the third 1000 most frequent English words in the New General Service List corpus (Browne, Culligan, & Phillips, 2013). Items were answered under four modalities: Yes/No checklists, form recall, meaning recall, and meaning recognition. These pools of test items were then sampled with replacement to create 1000 simulated tests ranging in length from five to 200 items and the results were correlated to the Test of English for International Communication (TOEIC®) Reading scores. For all examined test lengths, meaning-recall vocabulary tests had the highest average correlations to reading proficiency, followed by form-recall vocabulary tests. The results indicated that tests of vocabulary recall are stronger predictors of reading proficiency than tests of vocabulary recognition, despite the theoretically closer relationship of vocabulary recognition to reading.

中文翻译：

---

用词汇知识的形式预测二语阅读能力：一种引导方法

词汇与阅读能力的关系经常被引用为评估 L2 书面接受性词汇知识的理由。然而，迄今为止，关于哪种词汇知识形式与阅读能力的相关性最强的研究相对较少，并且观察到的差异通常在统计上不显着。本研究采用自举方法来更清楚地了解各种词汇知识形式与阅读能力之间的关系。应试者 (N = 103) 回答了 1000 个词汇测试项目，涵盖了新通用服务列表语料库中第三个 1000 个最常用的英语单词（Browne、Culligan 和 Phillips，2013 年）。项目以四种方式回答：是/否检查表、表格召回、意思召回、和意义认同。然后对这些测试项目池进行替换抽样，创建 1000 个模拟测试，长度从 5 到 200 个项目不等，并将结果与​​国际交流英语测试 (TOEIC®) 阅读分数相关联。对于所有检查的测试长度，意义回忆词汇测试与阅读能力的平均相关性最高，其次是形式回忆词汇测试。结果表明，词汇回忆测试比词汇识别测试更能预测阅读能力，尽管理论上词汇识别与阅读的关系更密切。然后对这些测试项目池进行替换抽样，创建 1000 个模拟测试，长度从 5 到 200 个项目不等，并将结果与​​国际交流英语测试 (TOEIC®) 阅读分数相关联。对于所有检查的测试长度，意义回忆词汇测试与阅读能力的平均相关性最高，其次是形式回忆词汇测试。结果表明，词汇回忆测试比词汇识别测试更能预测阅读能力，尽管理论上词汇识别与阅读的关系更密切。然后对这些测试项目池进行替换抽样，创建 1000 个模拟测试，长度从 5 到 200 个项目不等，并将结果与​​国际交流英语测试 (TOEIC®) 阅读分数相关联。对于所有检查的测试长度，意义回忆词汇测试与阅读能力的平均相关性最高，其次是形式回忆词汇测试。结果表明，词汇回忆测试比词汇识别测试更能预测阅读能力，尽管理论上词汇识别与阅读的关系更密切。其次是形式回忆词汇测试。结果表明，词汇回忆测试比词汇识别测试更能预测阅读能力，尽管理论上词汇识别与阅读的关系更密切。其次是形式回忆词汇测试。结果表明，词汇回忆测试比词汇识别测试更能预测阅读能力，尽管理论上词汇识别与阅读的关系更密切。