请润色以下段落，请注意这是论文，不要过渡修饰，只要不让动词词汇那么单调即可。Table 8 presents the results of a study investigating the comprehension level as related to vocabulary understanding among Chinese non-English majors. The table includes seven indicators, their corresponding mean scores, and ranks. The purpose of this table is to examine the participants’ ability to comprehend vocabulary and make connections between new words and their existing knowledge.
Indicator 1 received the highest mean score of 3.00 and ranked first. The high ranking suggests that Chinese non-English majors frequently come across unfamiliar words in their reading materials. This finding aligns with previous research indicating that encountering unknown vocabulary is a common challenge for language learners (Aebersold & Field, 2018). The participants’ awareness of encountering new words highlights their exposure to a wide range of vocabulary during their reading activities. Indicator 4 obtained a mean score of 2.77 and ranked second. It suggests that the participants possess the ability to relate new vocabulary to their existing knowledge. Making connections between new and familiar words is an essential skill for expanding vocabulary and enhancing comprehension (Hulstijn, Hollander, & Greidanus, 2017). The high ranking in this indicator indicates that Chinese non-English majors demonstrate competence in this aspect of vocabulary understanding.Indicator 7 received a mean score of 2.75 and ranked third. It indicates that the participants can acquire new vocabulary by encountering it in context, both in written and spoken forms. Research has shown that exposure to vocabulary in meaningful contexts enhances retention and understanding (Nation, 2013). The high ranking in this indicator suggests that Chinese non-English majors are adept at using contextual clues to learn new words.
On the other hand, indicator 3 obtained the lowest mean score of 2.54 and ranked seventh. It suggests that Chinese non-English majors feel less confident in comprehending the meaning of complex vocabulary. The lower ranking in this indicator indicates that participants may struggle with understanding more advanced or specialized terms. To improve their confidence in comprehending complex vocabulary, it is important to expose them to a variety of challenging texts and provide vocabulary enrichment activities (Santos & Giasson, 2019). Indicator 6 received a mean score of 2.63 and ranked fifth from the bottom. It suggests that participants may have difficulty identifying the connotations and implied meanings of words. Understanding the nuanced meanings of words within different contexts is crucial for effective communication and comprehension (Brown, 2019). Offering explicit instruction and practice in identifying connotations can help improve participants’ proficiency in this area. Indicator 2 obtained a mean score of 2.57 and ranked sixth. It indicates that participants rely on dictionaries as a common resource while reading. While using a dictionary can be helpful for clarifying word meanings, over-reliance on dictionaries may hinder reading fluency and overall comprehension (Wang, 2014). Encouraging participants to develop strategies for inferring word meanings from context can reduce their dependency on dictionaries and improve their vocabulary understanding.
The data in table 8 suggests that Chinese non-English majors demonstrate varied levels of comprehension as to vocabulary understanding. The participants are particularly skilled at encountering unfamiliar words, making connections between new vocabulary and existing knowledge, and learning vocabulary in context. These abilities are essential for vocabulary development and align with previous research on vocabulary acquisition (Aebersold & Field, 2018; Hulstijn et al., 2017; Nation, 2013).
However, there are areas for improvement in terms of comprehension of complex vocabulary, recognizing connotations, and reducing reliance on dictionaries. Chinese non-English majors may benefit from targeted instruction and increased exposure to challenging texts to enhance their comprehension of advanced vocabulary.
Furthermore, developing strategies for recognizing connotations and implied meanings can improve their overall vocabulary proficiency and comprehension (Santos & Giasson, 2019; Brown, 2019).
To address these areas of improvement, it is crucial to provide Chinese non-English majors with various vocabulary enhancement activities. These activities could include exposure to authentic texts, explicit instruction on connotations and implied meanings, and encouraging the use of contextual clues to infer word meanings. By strengthening their vocabulary understanding skills, non-English majors can enhance their overall reading comprehension and language proficiency (Wang, 2014).