阅读策略阅读态度与第二语言阅读-一项对英语学习成功者的个案研究

本文摘要

中国教育部在2000年出台了一系列新的关于英语教育及测试评估标准的教

育政策，阅读，在四项基本技能之中，被提升到了前所未有的重要地位。阅读能力

成了评运一个学生活言能力的越来越重要的一部分。从各种各样的阅读中获得

信息和知识被认为是学生发展的主要手段。这一切表明了培养学生的阅读能力，使

学生能够进行有效阅读成了教授任何一门语言的首要和主要目标。然而，另一方面，

现在许多中学学生的阅读能力却远不能让人满意。尽管许多中学生在阅读理解方面

很弱，但是本文所研究的主体，一个女中学生在英语阅读理解和英语学习方面却

相当成功。

这项个案研究旨在通过对该学习成功者进行一系列的测试，访谈及问卷调

查，从而揭示出她在英语学习及阅读方面的出色表现与其个人因素及其在阅读过

程中所运用的阑读策略之间的关系。结果表明阅读态度和自由阅读量是该学习成

功者与其他较弱学生的最大区别，而这些区别又导致了不同的阅读策略的使用，

最终形成了不同的阅读能力和不同的学习水平。由此可见：

1.中学教师应明白策略的重要性并进行一些策略训练。

2.教师应鼓励并帮助学生选取适当难易度的阅读材料，培养他们的积极的阅

读态度，进而养成好的阅读习惯。

3.测试评估方法要打破传统的纸笔式，应多样。

关键词z学习成功者阅读策略阅读态度

II

Abstract

SincetheEducationCommitteeinChinacarriesoutaseriesofnew

educationalpoliciesinthecriteriaofassessingEnglish

teachingand

testingin2000,amongthefourskills,readinghasbeenputonamutihmore

specialimportantplacethanever.Readingabi1ityisbecomingamoreand

moreimportantpartinassessingstudents*languageability.It

indicatesthathowtofosterthestudents'readingabilityandmakethe

studentscompetenttoreadwiIIbethefirstandmainaimatteachingany

language.Readingabilityisregardedasthecoreofstudents*learning巳

apacityandtogetinformationfromvariouskindsofreadingisbecoming

themai口methodofstudents*development.Butontheotherhand,

nowadays

thereadingefficiencylevelinmanymiddleschoolsisf缸from

satisfaction.Thoughmanyjuniorhighstudentsareweakinreading

comprehension,thesubjectofthestudy,ajuniorhighmiddleschoolgirl,

israthersuccessfulinEnglishreadingcomprehensionandEnglish

learning.

Thepaperreportsonastudyofthisoutstandingsubjectinanattempt

torevealtherelationshipbetweenherperfectperformanceinEnglish

readingandherpersonalityfactorsandthereadingstrategies,whichshe

appliesinherreadingprocess.Thisoutstandingsubjectinthisessay

referstoasuccessfulEnglishlearnerinoneoftheclassesthatthe

writeristeachinginajuniorhighmiddleschoolinBeijing.Thedata

in

comefromthestandardizedtests,interviewsandquestionnaire.The

resultsshowthatthegreardifferencesbetweenthissuccessfulEnglish

learnerandthoselOwerachievementstudentsexistinreadingattitudes

andthedifferentamuuntofsparetimespentOnreading.Andallthe

differencescausedifferentreadingstrategiesusedinrnadingprocess,

andfinallyleadtodifferentreadingabilitiesanddifferentlearning

levels.Therefore,wecancometutheCunclusitin:

1.Theteachersinmiddleschuulsshouldbeawareoftheimportance

ofthestrategiesanddosometrainingtomakethestudentsclear

aboutthemandtheirusage.

2.Theteachersshuuldencourageandhelpstudentshavegoodaccess

tovariousstylesofreadingmaterials,andmeanwhilepayclOse

attentiontothedifficultylevelsofthosematerialsbeingread

bythebeginningreaderstohelpthemdevelopapositiveattitude

towardsreadingandcultivateabetterreadinghabit.

3.Thelanguageassessmentshouldbeexpanded,coveringtraditional

町eassuchasdecoding,comprehension,andvocabulary,aswell

asoralfluency,writingandtheclassroom-learningenvironment.

Assessmenttoolsshouldgobeyondpaper-and-pencilteststo

includeobservation,lntervl8WS,individualconferences,

students'self-assessment,andportfolios.

Keywords:successfullearner,readingstrategies,readingattitude

Acknowledgement

1ammostgratefu1tomysupervisorProfessorLiuBeili,without

whosesupportandpatiencethisprojectwould□oteve口havegotoffthe

ground.1alsoowemanythankstoProfessorLinliwho,thoughnotmy

supervisor,hashelpedmealOtwithmythesis.Theircommentshaveproved

invaluable,andmanyremainingmistakesandshortcomingsar巳mine,No

amountofthankswillbeadequatefbrthesuccessfullearnerw七。I

study

onandsomeofherpeerswhohelpmewithmystudyWithouttheirwilling

participationintheprojectimplementationitwouldhaveremainedon

paper.Lastbutnottheleast,bigthanksshou1dgotomymother,myhusband

andmysonwhohavesharedwithmemyworries,frustrations,andhopefully

myu1timatehappinessineventuallyfinishingthisproject.

ReadingStrategies,ReadingAttitudeandReadingAbility

-AStudyOOaSuccessfulEoglishLearner

Part1_Introduction

1.1.Thegeneraldescriptionofthestudy

工口thiscasestudy,thesubject,ajuniorhighmiddleschoolgirl,was

asuccessfullearnerinoneoftheclassesthatthewriterwasteaching.

ShewasratheroutstandinginEnglishreadingcomprehension.Moreover,she

hadafouryears*experienceabroad.Thewriterwonderedwhatkindsof

readingstrategiesthesuccessfullearnercarriedoutinherreading

processandwhattheroleofherfour-year'sabroadexperienceinthe

successfullearner*sreadingprocesswas.Therefore,力isstudywas

undertakentofindouttherelationshipbetweenthesuccessfullearner*s

readingstrategies,readingattitudeandreadingability.Thewriter

appliedstandardizedtests,questionnaireandinterviewstofindthe

charactersthathelpedthesuccessf口1learnerdosowellinherreading

comprehension

Bystudyingandanalyzingtheoutstandingcharactersshowedinthe

performanceofthesuccessfullearner,whichwere50differentfromthe

charactersshowedi□thereadingprocessesofthoseweakreaders,thewriter

foundthatthegreatdifferencesbetweenthesubjectandthoselower

achievementstudentsexistedinreadingattitudesandthedifferentamount

ofsparetimespentonreading.Andallthedifferencescnuseddifferent

readingstrategiesusedinreadingprocess,andfinallyledtodifferent

readingabilitiesanddifferentlearninglevels.

Allinall,thewriterhopednotonlythethesiscouldsomewhat

contributetothestudyofsecondlanguagereadingprocess,playinga

helpfulroleinlearningandteachingofreadingcoursesofsecondlanguage

inmiddleschoolsbutalsothesuccessful1earnercouldsetagoodexample

bothforteachersandherpeerswhoareleamiugEnglish.Andmeanwhile

thoseweakreaderscouldgetmuchbenefitfromthissuccessful1earner.

Furthermore,thethesisalsoincludedimplicationsforwhatweshoulddo

tohelpal1theweakreadersachievehigherlevels.

1.2.Theneedforthisstudy

Readingisthemainwaytogetinformationforthesecondlanguage

learners.Itisalsoregardedastheeffectivewaytoimprovethelearners'

comprehensivelanguageability.Manysecondlanguage

acquisitio口

researchers(Bright&McGregor1970,Williams1986,Brush1991)havedone

80meresearchestocertifythatcomprehensivelanguageabi1itycanbe

improvedgreatlybyreading.

SiucetheEducationCommitteeinChinacarriesoutaseyiesofnew

educationalpoliciesinthecriteriaofassessingEnglishteachingand

testingin2000,amongthefourskill吕，readinghasbeenputonamuchmore

opecialimportantplacethanever.Readingabilityisbecomingamoreand

moreimportantpartinassessingstudents*languageability.Itindicates

2

thathowtofosterthestudents*readingabilityandmakethestudents

competenttoreadwillbethefirstandmainaimatteachinganylanguage.

Readingabilityisregardedasthecoreofstudents*learningcapacity

andtogetinformationfromvariouskindsofreadingisbecomingthemain

methodofstudents'development.Butontheotherhand,nowadaysthe

readingefficiencylevelinmanymiddleschoolsisfarfromsatisfaction.

Generallyspeaking,thereadingefficiencylevelinma口ymiddle

schoolsisnotsatisfactorybecausethemainpartsthathinderthejunior

highstudentsfromdoingwellinlearningEnglisharereading

comprehensionandcloze,whilecloze,isalsoakindofreading.The

instructorswhoteach

Englishinsuchschoolsdonotknowwhythishashappenedandwhattheycan

carryouttochangethissituation,atleasttoimproveit.Thoughmanyjunior

highstudentsareweakinreadingcomprehension,thesubjectofthe

studyisrathersuccessfulinEnglishreadingcomprehensionandEnglish

learning.Therefore，itis□rgenttofindoutthefactorsthatinfluence

readingcomprehensionofthebeginningreaderssothataneffectiveway

canbefoundouttomeettherequirementofimprovingal1thestudents'

readingefficiencylevel(thegeneralreadingability)

andthechangesofassessment.

1.3.Theoverallstructureofthethesis

Thethesisconsistsofsixparts.Part1isanintroductio口

consistingofthreechapters.ChapterOneintroducesthe

generaldescriptionofthe

thathowtofosterthestudents*readingabilityandmakethestudents

3一

study;ChapterTwostatestheneedforthestudy;andthethirdchapter

isHhouttheoverallstructureofthethesis.Part2,thBliteraturereview

part,consistsofthreechapterswhiEhdealwithimportantissuesin

literaturereview:ChapterOneisaboutreadingabilityandrelattidstudies;

ChapterTwoisaboutreadingstrategiesandrelat巳dstudi巳s;and

ChapterThreementionstheproblemsinthepreviousstudiesandresearch

questlons

Ofthestudy.Part3describeshowtheresearchisdesigned,includingthree

chapters.Thefirstchapteristhedescriptionofthesubject;thesecond

chapterdescribestheinstrumentsthatimplementedinthestudy;andthe

thirdchapterconcernstheprocedureoftheresearch.Part4,thedata

analysispart,representstheexplanationsofthosedataindetails.There

arefourchaptersinthispart.Theyare:ChapterOne,vocabularycompetence

ofthesubject;ChapterTwo:readingaccuracyandreadi口grateof

thesuccessfullearner;ChapterThree:interviewonthesuccessful

learner;

andChapterFouristhecomparisonbetweenthesuccessfullearnerandother

herpeers.Part5istheapplicationsandsuggestionsforlOwerachievement

studentsandforEnglishteachersinjuniorhighmiddleschools.Thelast

part,Part6,isaconclusionpart.

Part2.Literaturereview

2.1.Readingabilityandrelatedstudies

2.1.1.Theconceptofreadingability

Gatessuggeststhatreadingabilitycanbebrokenintotwoprimary

study;ChapterTwostatestheneedforthestudy;andthethirdchapter

4

subcomponentsofaccuracyandrateasearlyasin1921.'Janyreading

re5earchers,throughtheyears5iuce1921,accepttheideathat

general

readingabilityiscomposedoftwocomponents,onebeingapower,or

accuracyofcomprehensionfactor,andtheotherbeingaspeed,orrateof

comprehensionfactor,Traditionally，readingachievement(readingability)

ismeasuredbystandardizedreadingcomprehensiontests.Thesetests

usuallyinvolve(a)readingpassagesthatvaryindifficulty,(b)answering

questionsoneachpassage,and(c)workingunderatime1irnit.Thesetests

provideacrudeoperationaldefinitionofgenera1readingability;high

scoresononeofthesetestsmeanhighreadingachieverne口tandlow

scoresmeanlowreadingachievement.RonaldD.Carver(2001)definesand

clarifiesthistraditionalconceptbyusinganewerconstructcalled

"rauding

efficiencylevel(E,)〃.Thismeansthattheolderconceptofreading

achievementisbeingupgradedbyanewertheoreticalconstruct，which

issymbolizedasELandusuallyreferredtoas"efficiencylevel.

2.1.2.Thecurrentsituationofreadingabilitystudies

Theideathatindividualdifferencesinreadingachievement,reading

comprehension,orgenera1readingabilityarecausedbyindividual

differencesinreadingaccuracyandreadingratecanbetracedasfarback

asGates(1921).Andthisideai5alsofurtherprovedbyHo1mes(1954),

M.D.]acksonandMcClelland(1979),Perfetti(19985)andMillsand

Jackson(1990).

Theperiodfromabout1970tothelate1990sisatremendously

5

productiveoneinreadingeducation.Avarietyofperspecti.vespres巳

bvtheoreticians,teachers,andresearchersbroadenandenrichour

conceptionofreadingandreaders.Inthelate1990s,someveryinfluential

contributionsweremadebysomelinguists,psychologists,andeducators,

whohadproducedalargebodyofresearchesandwritingsemphasizingand

re-emphasizingtheimporta且ceofphonemicawareness,the

alphabeticcode,phonicsinstructio口，earlyidentification

andsubstantialinstructional

interventionsforchildrenwhoshowedsignsofnotgettingofftoagood

startinlearningtoread,vocabularyinstruction,andcomprehension

strategiesinstruction.

FromRonaldD.Carver*s(2001)pointofview,thefollowingpresents

anoverviewofthemainfactorsthatcausehighorlowreadingachievement.

ThecausalmodelFigure1depictshowreadinglevelandnormalreadingrate

arethetwocausesofhighandlowreadingachievement，howA，andR，are

thetwocausesofhighandlowgeneralreadingability.

readinglevel

general

Rpq鸣

工山叫reading

ability

normalreadingrate

RaudingE目

IClency

底'J"Level/reading

Rauding\

Rate1”achievement

^^Level

6

Figure1AgraphicdepictionofhowAL(readinglevel)andR..(normalreading

rai.e)arethet.woproximalcausesofE..(readingachievementorgeneralreading

ability)

Figure2representsthecausalmodelinmoredetails.Thisfigure

巳口ntainsallthefactorsthatpurportedlycausehighandlowreadin日

achievement.

Figure2TheCausalModelofReadingAchievement

7

2.2.Readingstrategiesandrelatedstudies

2.2.1.Theconceptofreadingstrategies

"Readersusementalactivitiesinordertoconstructm巳aningfromtext.

Th巳seactivitiesaregenerallyreferredtoasreadingstrat巳giesorreading

skills*1(Bell,2002).Itisnotedthatreadingstrategiesincludenotonly

suchreadingskillsas:prediction,inferring,guessin且，skimming,

scanningandsoon,butalsosomespecificcontrolledandselectedbehaviors

toachievetheexpectedreadingpurpose.(Johnston&Byrd,1983;Paris,

Lipson&Witson,1983;VanDijk&Kintsch,1983).Asthestudyonreading

becomes顶。reandmoredeep,thecontentofreadingstrategiesareenriched

continually,fromthetraditionalpurereadingbehaviors，suchasskimming，

scanning,regressionandbearingambiguouslanguagetotoday*sbackground

knowledgeactivation,schematacognitivestrategy,discoursestrategyand

soo□.

2.2.2.Thecmrentsituationofreadingstrategiesstudies

Someresearchers(Knight,Padron&Waxman,1985;Sarig&Folman,1987)

suggestthatinthestudiesofreadingstrategiescomparingthe

similar!ti8Sanddifferencesonhowthestudentsimplement

readingstrategiesintheirreadingprocessesisveryimportant.Some

researchers

(Wenqiufang,1995;Maguanhui,1997;Zhenshutang.1997;Linli,1999))in

ourcountryhavestudiedonthedifferencesoftheuseoflearning

strategiesbetweenthesuccessfullearnersandtheunsuccessfullearners.

8

Whereasfewstudieshavebeendonetoshowthedifferencesoftheuseof

readingstrategiesbetweenthesuccessful1earnersandtbeunsuccessful

1earnersintheirreadingprocesses.XuYulong(1998)studiesmainlyonthe

differencesontheEnglishreaders,buttbesubjectsinhisresearchare

theteenagersinHongKong.LiuYicbun(2002)studiesonthedifferences

ofreadingstrategyusingbetweenthesuccessful1earnersandthe

unsuccessfullearners,whilehissubjectsareal1Englishmajorstudents

inuniversity.

2.2.3.Thediscussiononreadingstrategiesinthestudyofreading

ability

Thereadingprocesshasbeendescribedasa"psycholinguistic

guessinggame”(GoodmaninCarrellandEisterhold1983:74)inwhich

"efficientreadersminimizedependenceonvisualdetail"byutilizing

backgroundknowledgetomakepredictionsandcheckingthemagainstthetext

(Goodman,1975:12).Suchtop-downmodelshaveunfortunatelygiventhe

misleadingmessagetoteachersthatESLreadingtuitionisHmostlyjust

amatterofproviding[learners]withtherightbackgroundknowledge...

and巳ncouragingthemtomakefulluseofthatknowledge

1n

decoding...texts**(Eskey1988:97),Searfoss,JohnE.ReadenceandMarla

H.Mallette(2001)notethati口ordertohelpingchildrenIcarntoread,

teachingstrategiesshou1dshowchi1drenhowtobecome

activelyinvolvedintheprocessoflearning,providethem

withstrategiesforindependent,

Whereasfewstudieshavebeendonetoshowthedifferencesoftheuseof

9

slrategl巳readingandleadthemtoself-monitoringandself-questio口

HeIpingchiidrenlearnhowtotakecontrolofthereadingprocessandwhat

todotokeepthinkingprocessflowingastheyreadisamajorgoalofthe

classroomreadingprogram.

2.3.Problemsinthepreviousstudiesandassumptionsoftheresearch

2.3.1.Theproblemsinthepreviousstudies

Goodandpoorreadershavenearlybeencomparedonabouteverycognitive

taskthathaseverdevised,andgroupperformanceshavebeenobservedon

alargenumberofthesetasks(s凹，forexample,Carr,1981;DeSoto&DeSoto,

1983;Mitchell,1982;Palmer,MacLeod,Hunt,&DavidsoH,1985;Share,Jorm,

Maclean,&Matthews,1984;Singer&Crouse,1981;Stanovich,1982a,1982b,

1986a).Moundsofcorrelationsandsignificantdifferenceshavebeenfound.

Thereis,then，atleastonesenseinwhichitcanbesaidthatwedonot

lackempiricalevidence.Theproblemisindecidingwhatitreallymeans

tothebeginningreadersofthesecondlanguage.Somealtemative

interpretationsbetweencognitiveprocessesandreadingabilityhaveall

b巳endiscussedbeforebynumerousauthors(e.g.,Bryant&Bradley,1985;

Byrne,1986;Chall,1983b;Donaldson,1978;Ehri,1979;Morris。口&Mani日，

1982),buttheirimplicationshavenotbeenfullyexplored.Whatismore,

therestillexistsomemor舍problems.Forexample,someresearchesinChina

havebeenconductedconcerningEnglishmajorstudentsorhighmiddleschool

students.However,littlehasbeendoneforthestudentsofjuniorhigh

10

middleschools.

2.3.2.Assumptionsoftheresearch

Withthesequestions,thLwriterbeganthisresearchandassumedthat:

1.Thissuccessfullearnerappliedmanyreadingstrategiestiiherreading

priicessesbothconsciiiuslyandunconsciously.And.thesereading

strategiesmadeitpossibleforhertoachitiveahighreadingability.

2.Thefouryears1experienceabroadofthissuccessfullearner,by

contrastwithprovidingalanguageenvironment,helpedhermuchmore

incultivatingapositiveattitudetoEnglish.

Part3.Researchdesign

3.1.Subjectdescription

Thesubjectofthestudyisajuniorhighmiddleschoolgirlinoneof

theclasseswhothewriteristeaching.Sheisfourteenyearsold,agrade

threestudent.Thereasonsofstudyingthiscaseare:firstly,her

outstandingachievementinherdailyreadingcourse;Shecandoallthe

readingsbothfastestandbest,nearlywithoutanymistake,andallthe

readingmaterialsseemsoeasyforherthatthereadingpracticeforthe

classisfoundtobeakindofwasteoftimeforher;secondly,herperfect

performanceintheNationalEnglishProficiencyCompetitio口formiddle

schoolstudentsin2001,i口whichshegot143outof150,thatistosay,

shegotnearlythefullscore.Actually,becausethiscompetitionisakind

ofproficiencytest,usuallyitisnoteasyfortheordinarycompetitors

11

tugetahighmark.Thethirdreasonisherfouryears'experienceabroad.

Doubtless!y,nearlyeverybodycaneasilycometoaconclusionthatlanguage

environmentplaysacriticalroleinsecondlanguagelearning.Whnt1wonder

iswhntexistsbehindthelanguageenvironment,andtowhat巳xtent,on

what

aspect，herreadingproficiencyandherfouryears'experienceabroadare

related.

3.2.Instruments

3.2.1.Standardizedtests

Oneofthetestswasavocabularytest,whichwasadaptedfromafamous

dictionary,EnglishandChineseDictionaryeditedbyLuGusunandpublished

byShanghaiTranslationPress.Thetestwasmadereferringtothe

concordanceusedbyEnglishwriters.Thewordsofthisvocabularytestcould

alsobefrequently,seeninteachingmaterials,testingpapers,and

dictionaries,andthetesthadalreadybeentestedbysomestudentsin

EnglishDepartmentofFuDa11UniversityinShanghaiandsomeeditorsof

EnglishandChineseDictionary.Thetestconsistedoftensubtests,and

eachsubtestconsistedofsixlevels.Theothertestwasakindof

standardizedreadingtestadaptedfromCET-6Test,whichwaswidelyused

foruniversitystudents.

3.2.2.Interview

Theintervieweesinthisinterviewpartincludedthesuccessfullearner,

herfatherandsomeofherpeers.Itwasasemi-

structuredone.The

12

interviewsofthesubjectandherpeerswererecorded.Andtheinterview

ofherfatherwastakeninaclassmeetingforalltheparentso[thestudents

inthisclass.Itwasinformal,soitwasootrecorded.

3.2.3.Questionnaire

TheLanguageLearnerFactorsQuestionnaireconsistedofthreeparts.

Thefirstpartwasaboutthepersonal-Englishlearningenvironment,

including:learnersfsurroundings,parents1attitudeandthestudents!

attitudetoEnglishlearning.Thesecondpartwasaboutstudents1learning

situation,includingtheirknowledgeaboutpronunciation,grammar,andthe

scoresofEnglishlisteningandreadingcomprehension.Thethirdpart

containedstatementsconcerningreadingstrategiesandreadinghabits

Thisquestionnairewasderivedfromthelearningstrategiesquestionnaire

designedbyOxford(1990).Thoseitems.whichhadnothingtodowith

students1readingstrategiesweretakenout,andtherlistcouldbe

subdividedintothreekindsofstrategies:cognitivestrategies,

meta-cognitivestrategiesandsocial-affectivestrategi巳s.Meanwhile,

accordingtosomerelatedreadingtheoryandthewriter*steaching

experience,someitemsconcerningreadinghabitswereadded.Thestudents

i口dicatedtheiropinionsintermsofathreeorfour-pointscale:

fromstronglydisagreetostronglyagree.Becausethestudentswhowould

takethistestwereweakintheamountofEnglishvocabularyand

theirpsychologicalandphysicallevelswerenothighenoughto

understand

13

diffMultEnglishwords,tomakesurethateverystudentcouldunderstand

eachit8mclearlyandtoavoidsomepossiblemisunderstanding,the

questionnairewaswritteninChinese.

3.3.Procedures

Thedatacoll巳ctionsweresubdividedintothreesteps.First，

testedthesuccessfullearner1svocabularyandherreadingaccuracyand

readingratebyusingvocabularytestandreadingcomprehensiontests

withoutreferringtoanydictionariesandreferencebooks.Thereading

accuracyandreadingratetestscameafterthevocabularytest.Because

theamountofhervocabularyreachedtheaveragelevelofthecollege

students,the

readingmaterialswerechosenatthesimilarleveltoensurethereliability

andvalidityofthetests.Afterthesekindsoftests,interviewcameup

immediatelytoguaranteethesuccessfullearnercouldexpresshertrue

thoughtsout.Tomakethesuccessfullearnertellwhatreallyhappenedwhen

shewasdoingthereadingcomprehension,theinterviewwascarriedoutin

herfreetimeandalsoinaveryrelaxedway,justlikeafriendlychat

andwasrecordedbyapreparedrecorder.Thelastpartwasquestionnaire

Itwasansweredandhandedbyallthe32studentsinoneofthewriter1

sclasses.Thedataofthequestionnairewerecollectedandanalyzedby

the

writerbyhand

Part4.DataAnalysis

4.1.Vocabularycompetence

14

Thevocabularytestconsistsoftensuhtests,andeachsubtest巳onslsts

cfsixlevels.Andineachlevel,therearetenEnglishwords.Therefore,

therearetotally600Englishwordsinthisvocabularytcst.According

totheformatthatisshowedinthetest,thetotalamountofone*s

vocabularyequalstotheresultthatthetotalnumberofthewordsthat

oneknowsinthetensubtestsmultipliessixhundredandthenis

dividedbyten.Thatis,thenumberofthewordsthatoneknowsinthe

test*600/10=line*svocabulary.Thesuccessfulleaner,amongtheten

subtests,totalsixhundredwords,answeredonehundredandtwenty-

sixEnglishwordscorre