Academic journal article Modern Journal of Language Teaching Methods

The Study between Depth of Vocabulary Knowledge and Reading Comprehension among Intermediate Language Learners in Genuine Persian Texts

Academic journal article Modern Journal of Language Teaching Methods

The Study between Depth of Vocabulary Knowledge and Reading Comprehension among Intermediate Language Learners in Genuine Persian Texts

Article excerpt

1.Introduction

Today, learning English is important in all over the world. Many people study English as a second language (ESL) or English as a foreign language (EFL) in different nations. Recently, the fields of teaching English as a second language (TESL) and teaching English as a foreign language (TEFL) have developed rapidly. English language has four main skills i.e., listening, speaking, reading and writing. In order to be able to use the language successfully, the ESL or the EFL learners should be competent and proficient at those skills. Among these main skills in English language, reading has a special and significant position in Iranian educational system. In general terms, reading comprehension can be defined as the ability to understand information in a text and interpret it appropriately. Grabe and Stoller (2002) define reading comprehension according to a set of necessary processes. Reading skill is very important in human life and academic education. This important and essential skill in English is an interactive process including numerous complementary levels of analysis.

The significant role of depth of vocabulary knowledge in reading comprehension has been well recognized in first language (L1) studies and this has appeared to be the case in second language (L2) settings as well. Researchers have suggested several models to describe the relationship between vocabulary knowledge and reading comprehension. According to Hu and Nation (2000), the factors involved in these models include language knowledge (of which vocabulary knowledge is a part), knowledge of the world (sometimes called background knowledge) and skill in language use (of which reading comprehension is one result). Vocabulary can be defined as the words of a language, including single items and phrases or chunks of several words which covey a particular meaning, the way individual words do. The importance of vocabulary is central to English language teaching because without sufficient vocabulary learners cannot understand others or express their own ideas (Allen, 1983; Brown, 1994). In sum, to the best researcher's knowledge, several researches such as Anjomshoa and Zamanian (2014), Guo (2008), Mehrpour, Razmjoo, and Kian (2011), Salah (2008), Shiotsu and Weir (2007) Snow (2002), Tannenbaum, Torgesen, and Wagner (2006), and have been conducted on the relationship between vocabulary awareness and reading comprehension. In general, the results of the researches indicated that vocabulary awareness has positive effects on improving reading comprehension performance of language learners.

Mehrpour, Razmjoo, and Kian (2011) attempted to investigate the particular role learners' vocabulary knowledge plays in their reading comprehension performance. It intends to determine whether breadth and depth of vocabulary knowledge are related to EFL learners' reading comprehension, and to investigate which one of these variables, that is, depth or breadth of vocabulary knowledge, makes a more important contribution to L2 reading comprehension. It also attempts to investigate whether there is a relationship between these two vocabulary knowledge dimensions, that is, depth and breadth. Finally, the study tries to find out whether gender has any effect on learners' reading comprehension and vocabulary knowledge. The results obtained from the analysis of the data indicated that while both depth and breadth of vocabulary knowledge play an important role in EFL learners' reading comprehension performance, depth of vocabulary knowledge makes a more important contribution. The results further revealed that depth and breadth of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. It was also found that gender had no significant impact on learners' reading comprehension performance and vocabulary knowledge. Despite the researches in the field of study, no research study has attempted to study the connection between depth of vocabulary knowledge and reading comprehension in genuine Persian texts. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.