Chapter One An Exploration of the Relationship Between
English Vocabulary and English Comprehensive Ability
1．1 Introduction
1．1．1 Background of the Research
1．1．2 Purposes of the Research
1．1．3 Content of the Research
1．2 Literature Review
1．2．1 Vocabulary Knowledge
1．2．2 Relationships Between Vocabulary Knowledge and English Comprehensive Ability
1．3 Theoretical Framework
1．3．1 The History of the Development of the Language Testing
1．3．2 Terms Concerning Language Testing
1．3．3 Language Testing in EFL Teaching and Learning
1．4 Research Methodology
1．4．1 Research Questions
1．4．2 Participants
1．4．3 Instruments
1．4．4 Data Collection
1．4．5 Data Processing
1．5 Results and Discussions
1．5．1 Statistics Analysis of the Relationship of Different Variables
1．5．2 Discussion About Students Vocabulary Knowledge and English Comprehensive Ability
1．6 Conclusions
1．6．1 Major Findings
1．6．2 Pedagogical Implication of the Current Research
1．6．3 Limitation of the Current Research
1．6．4 Suggestions for Future Research
Chapter Two On Syntactic Complexity and Semantic Cohesion in
Argumentative Writings of Chinese and American College
Students
2．1 Introduction
2．1．1 Research Background
2．1．2 Research Purposes
2．1．3 Research Significance
2．1．4 Organization of This Chapter
2．2 Literature Review
2．2．1 Previous Studies on Syntactic Complexity
2．2．2 Previous Studies on Latent Semantic Analysis
2．2．3 Previous Studies by Using Coh-Metrix
2．2．4 Previous Studies by Using L2 Syntactic Complexity Analyzer （L2SCA）
2．2．5 Summary
2．3 Theoretical Framework
2．3．1 Theories on Corpus Linguistics
2．3．2 Theories on Syntactic Complexity
2．3．3 Theories on LSA
2．3．4 Theories on Argumentative Writings
2．4 Research Methodology
2．4．1 Research Questions
2．4．2 Research Instruments
2．4．3 Research Procedure
2．4．4 Data Collection and Data Analysis
2．5 Results and Discussions
2．5．1 Differences in Indices
2．5．2 Correlations Between Measures and Writing Quality\
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