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Abstract：This study is an analysis on the comparison of the studies on the depth of vocabulary knowledge at home and abroad.Similarities，differences，strengths and weaknesses are to be explored.
Key words：the depth of vocabulary knowledge；comparison；in China；abroad
1.Selected Studies
Studies for the evaluation are selected carefully according to the citation frequency；and whether they are empirical study.Four studies in China are selected as follows：Study by Wu Xudong and Chen Xiaoqing（2000）；Study by Liu Shaolong（2001）；Study by Huang Qiang（2002）；Study by Li Xiao（2007）.Three studies conducted by foreign scholars are as follows：Schmitt and Meara（1997）’s study；Schmitt（1998）’s study；Qian（1999）’s study.
2.Comparison between studies by Wu & Chen，Liu and Schmitt & Meara and Schmitt
There are some creative features in the Chinese studies.Firstly，Schmitt and Meara investigate the affixes and association while Wu and Chen enlarge the scope and explore meaning senses，synonym，derivative，and collocation.Secondly，the subjects in Schmitt and Meara’s（1997）study are at intermediate level，but in Wu and Chen’s study，participants representing three different proficiency levels.
However，there exist some weaknesses.Firstly，Schmitt（1998）chooses some unknown words.However，Wu & Chen and Liu’s study just adopt high-frequency words as the prompt words.Secondly，there exist some weaknesses in the design of the measurement.Thirdly，there is a lack of longitudinal study at home.
3.Comparison on studies by Huang（2002），Li（2007）and Qian（1999）
Huang（2002）and Li（2007）’s study can be regarded as the inheritance of the study by Qian（1999）.The studies at home bear some inheritance as well as some creations from that of abroad.
The similarities or the inherited features are listed below.First，for the research questions，the researches all adopt a multidimensional construct rather than a monolithic one.Then，the multi-test approach is used in the study.Thirdly，for the measurement，the studies at home and abroad all adopt the test constructed by Read（1995），which needs improvements.
4.Conclusion
With the comparison between the studies at home and abroad，similarities，differences，inheritance and even creation can be found in the Chinese scholars’ studies，which gives implications for further study.
References
[1]Qian，D.Investigating the relationship between vocabulary knowledge and academic reading performance：An assessment perspective [J].Language Learning，2002，（3）：513-536.
[2]Schmitt，N.& P.Meara.Researching Vocabulary through a Word Knowledge Framework：Word Associations and Verbal Suffixes [J].Studies in Second Language Acquisition，1997，（19）：17-35.
[3]Schmitt，N.Measuring collocational knowledge：key issues and an experimental assessment procedure [J].Review of Applied Linguistics.I.T.L，1998：119-120.
基金項目：辽宁省教育科学“十三五”规划2017年度课题“网络环境中大学外语自我调节学习实证研究”（课题批号：JG17DB156）
（作者单位：东北大学外国语学院）
Key words：the depth of vocabulary knowledge；comparison；in China；abroad
1.Selected Studies
Studies for the evaluation are selected carefully according to the citation frequency；and whether they are empirical study.Four studies in China are selected as follows：Study by Wu Xudong and Chen Xiaoqing（2000）；Study by Liu Shaolong（2001）；Study by Huang Qiang（2002）；Study by Li Xiao（2007）.Three studies conducted by foreign scholars are as follows：Schmitt and Meara（1997）’s study；Schmitt（1998）’s study；Qian（1999）’s study.
2.Comparison between studies by Wu & Chen，Liu and Schmitt & Meara and Schmitt
There are some creative features in the Chinese studies.Firstly，Schmitt and Meara investigate the affixes and association while Wu and Chen enlarge the scope and explore meaning senses，synonym，derivative，and collocation.Secondly，the subjects in Schmitt and Meara’s（1997）study are at intermediate level，but in Wu and Chen’s study，participants representing three different proficiency levels.
However，there exist some weaknesses.Firstly，Schmitt（1998）chooses some unknown words.However，Wu & Chen and Liu’s study just adopt high-frequency words as the prompt words.Secondly，there exist some weaknesses in the design of the measurement.Thirdly，there is a lack of longitudinal study at home.
3.Comparison on studies by Huang（2002），Li（2007）and Qian（1999）
Huang（2002）and Li（2007）’s study can be regarded as the inheritance of the study by Qian（1999）.The studies at home bear some inheritance as well as some creations from that of abroad.
The similarities or the inherited features are listed below.First，for the research questions，the researches all adopt a multidimensional construct rather than a monolithic one.Then，the multi-test approach is used in the study.Thirdly，for the measurement，the studies at home and abroad all adopt the test constructed by Read（1995），which needs improvements.
4.Conclusion
With the comparison between the studies at home and abroad，similarities，differences，inheritance and even creation can be found in the Chinese scholars’ studies，which gives implications for further study.
References
[1]Qian，D.Investigating the relationship between vocabulary knowledge and academic reading performance：An assessment perspective [J].Language Learning，2002，（3）：513-536.
[2]Schmitt，N.& P.Meara.Researching Vocabulary through a Word Knowledge Framework：Word Associations and Verbal Suffixes [J].Studies in Second Language Acquisition，1997，（19）：17-35.
[3]Schmitt，N.Measuring collocational knowledge：key issues and an experimental assessment procedure [J].Review of Applied Linguistics.I.T.L，1998：119-120.
基金項目：辽宁省教育科学“十三五”规划2017年度课题“网络环境中大学外语自我调节学习实证研究”（课题批号：JG17DB156）
（作者单位：东北大学外国语学院）