Abstract-This study investigates ESL students studying in the programIndex Terms-formal language learning environment, vocabulary learning strategies, ESL
The present study examined the impact of vocabulary knowledge level on reading comprehension performance among EFL language learners. The ultimate intention was to determine the association between levels of vocabulary knowledge and to clarify the relationship among vocabulary knowledge on reading comprehension performance of EFL Iranian students on subtest of VLT and IELTS. Quantitative data were collected from 220 EFL Iranian adult students at the beginning of second semester of 2011 in private English language institute (BAHAR), Shiraz, Iran. The Vocabulary Levels Test (VLT) and Reading Comprehension Test (IELTS) were performed in one session as research instruments. The findings indicated that there were positive relationships among different levels of vocabulary test and also test scores on vocabulary size/breadth of vocabulary knowledge, and reading comprehension.
The present study explored the association among vocabulary breadth/size, depth/quality of vocabulary knowledge, and reading comprehension in English as a foreign language. The main intention of this research was to explore the association of vocabulary knowledge depth/quality and reading comprehension performance. This study was also intended to find out which aspects of vocabulary knowledge, breadth/size or depth/quality, has more significant association with determining EFL learners' reading comprehension performance. The Vocabulary Level Test (VLT), Word Associates Test (WAT), and Reading Comprehension test (IELTS) have been administered among all the respondents. The participants were 220 adult male and female EFL learners who were learning English in advanced level in BAHAR institute, Shiraz, Iran. The findings revealed that 1) test scores on vocabulary size/ breadth, depth/ quality of vocabulary knowledge, and reading comprehension were positively correlated, 2) vocabulary size/ breadth was a stronger predictor of reading comprehension than depth/ Quality of vocabulary knowledge.
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