为研究不同等级与不同层面的词汇知识对阅读和写作水平的影响，本研究对136名英语专业一年级的学生进行了阅读、写作及各类词汇测试。词汇测试包括认知性词汇测试、产 出性词汇测试和搭配测试，前两项测试包含2000、4000和6000三个词汇等级，搭配测试仅包含2000 一个等级。相关分析及多元回归分析表明，与 阅读最相关的是搭配2000，可以解释36.0%的差异，其次为认知4000，与搭,2000 一起可以解释约41.3%的差异，其他变量对阅读水平均不具预测能力。对写作唯一具有预测力的变量也是搭配2000，可以解释24.8%的差异 。文章最后建议对学生强化搭配知识的训练，提升语言运用能力。

This research aims to unravel the contribution of different dimensions and frequency bands of lexical knowledge to the ability of reading and writing by testing the vocabulary knowledge ，reading and writing ability of 136 first-year English majors． The vocabulary tests assessed three dimensions of word knowledge ，including word recognition ，spelling and collocation ，the first two dimensions covering 2000 ，4000  and 6000  three  frequency  bands  while  the  last  covering  only  2000  band． Correlation  and multiple regression analyses of the data show  that  collocation  knowledge  of  band 2000  was  most  closely  related  to  reading  profi- ciency ，able to account for 36． 0%  of difference ，followed by recognition knowledge of band 4000 ，the two variables together re- sponsible for 4 1． 3% of variance．  The effects of other frequency bands or aspects of lexical knowledge were not pronounced． Fur- thermore ，collocation knowledge of 2000  also made a unique contribution  above  all  other  variables to  the  quality  of  writing ，ex- plaining 24 ． 8% of variance． This  study  suggests  strengthening  students ’collocation  knowledge  of  high  frequency  words  to  a- chieve better command of  English language．