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sp;  3.2 Subjects.......... 42
    3.3 Instruments.......... 42-47
        3.3.1 Breadth of Vocabulary Knowledge Test.......... 43-45
        3.3.2 Depth of Vocabulary Knowledge Test ..........45-47
        3.3.3 Reading Comprehension Test..........47
    3.4 Procedures and Data Collection.......... 47-48
    3.5 Techniques for Data Analysis ..........48-49
Chapter Four Results and Discussion.......... 49-61
    4.1 Results.......... 49-56
        4.1.1 Results of the BVK,DVK and RC Tests ..........49-50
        4.1.2 Results of the Pearson Correlation Analysis.......... 50-52
        4.1.3 Results of the Regression Analysis..........52-56
    4.2 Discussion ..........56-59
    4.3 Summary ..........59-61
Chapter Five Conclusio.......... 61-65
    5.1 Major Findings.......... 61
    5.2 Pedagogical Implications..........61-64
5.3 Limitations.......... 64-65

Conclusion

This empirical study explores the effects of the breadth and depth of vocabularyknowledge on Chinese non-English majors' reading comprehension. Although makingsome achievements, it may have some limitations:
Firstly, the subjects are not representative enough. They are selected from onlyone university and the number of subjects is limited to 87 students which are not verylarge. Besides, all the subjects of the present study are sophomores, thus it is not surewhether different results will be obtained with learners from different proficiencylevels.
Secondly, according to Nation's word knowledge framework which has beenintroduced in Chapter Two, nine aspects are involved in vocabulary knowledge. Butonly two aspects，meaning and collocation，are assessed in the depth of vocabularyknowledge test in the present study due to the difficulty of covering all respects ofvocabulary depth in one single study. Some further researches could be conducted toexplore the effects of other aspects of vocabulary depth on reading comprehension.
Thirdly, the three tests in this empirical study are conducted only once among thesubjects. Therefore，the results obtained may be not very accurate. It is suggested thatfurther studies could test more than once to get a more objective and representativeresult.
Due to above-mentioned defects in the present study, the viewpoints in theresearch are lopsided and superficial to some extent. However, the author hopes thatthe research could be of some help to large numbers of Chinese English teachers andEFL learners.

Bibliography
1Beglar, D.，& Hunt, A. (1999). Revising and www.51lunwen.org/wordings/ validating the 2000 word level anduniversity level vocabulary tests. Language Testing, 16，131-162.
2Bussmann, H. (2000). Routledge dictionary of language and linguistics. Translatedand Edited by Trauth，G R，& Kazzazi, K. Beijing: Foreign Language Teachingand Learning Press.
3Clarke，D. F.，& Nation, I. S. R (1980). Guessing the meanings of words from context:strategy and techniques. Syst本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。