CAJ | 학술논문

摘要：本文主要研究英语学习者阅读过程中词汇理解的准确性，以及词i12--~解是否受学习者的文化、性别和词；12知识的影响。本研究的受试为英国谢菲尔德大学人文学院106名在读研究生，他们分别来自中国、日本和以色列。研究分三个阶段进行，第一阶段要求学生阅读一篇短文，并对其中20个目标词汇的理解进行评价；第二阶段要求学生翻译或解释20个目标词汇；第三阶段学生对他们的理解进行自我评价。文章最后把第二阶段的客观得分与第一和第三阶段的自我评价进行对比，结果发现：所有的学习者均过高估计了他们对词汇的理解，这种理解的偏差不受性别的影响，而是与学习者的国别文化和客观词汇知识相关。
적요：본문주요연구영어학습자열독과정중사회리해적준학성，이급사i12--~해시부수학습자적문화、성별화사；12지식적영향。본연구적수시위영국사비이덕대학인문학원106명재독연구생，타문분별래자중국、일본화이색렬。연구분삼개계단진행，제일계단요구학생열독일편단문，병대기중20개목표사회적리해진행평개；제이계단요구학생번역혹해석20개목표사회；제삼계단학생대타문적리해진행자아평개。문장최후파제이계단적객관득분여제일화제삼계단적자아평개진행대비，결과발현：소유적학습자균과고고계료타문대사회적리해，저충리해적편차불수성별적영향，이시여학습자적국별문화화객관사회지식상관。
The study investigates how accurately English learners can assess their understanding of words in English reading and whether this accuracy is influenced by their culture, gender and lexical knowledge. The subjects are 106 postgraduates in School of Arts and Humanities in the University of Sheffield; they are from China, Japan and Israel. The study is carried out in three stages. In stage 1, the students are asked to read a text and assess their understanding of 20 target words in text con- text. In stage 2, they are asked to translate or explain these words, and in stage 3, to self-assess their understanding, as in stage 1. The objective scores from stage 2 are compared with self-assessment scores from stage 1 and 3. It is found that all learners have over-estimated their understandings of words. The mismatch between the objective and the perceived understand- ing is not affected by gender, but is related to the country of the learners and their objective lexical knowledge.