The contributory role of grammar vs. vocabulary in L2 reading: An SEM approach

Abstract

The Challenge It is well established that reading comprehension is one of the quintessential skills in language learning that is multidimensional and entails a various set of linguistic and nonlinguistic constituents and skills (Chen, 2018). However, there is still a lacuna in the literature on the relative contribution of these elements to reading across proficiency levels. The present paper attempts to fill the void on the relative role of linguistic knowledge components by including subcomponents of vocabulary and grammar constructs.

Using structural equation modeling to examine the relationship between receptive vocabulary knowledge and receptive language proficiency: A new light on an old issue

“…These quintessential language skills involve a complicated set of linguistic and non‐linguistic constituents (Cheng et al., 2022; van den Bosch et al., 2020). Among these various linguistic components, vocabulary knowledge has long been believed to be the most important factor, and the link between vocabulary knowledge and comprehension has always been the center of attention in the literature (McLean et al., 2020; Raeisi‐Vanani & Baleghizadeh, 2022; Stewart et al., 2021; Zhang & Zhang, 2022).…”

“…Besides, the present study is conducted to approach another old yet interesting question in the field regarding whether comprehension poses a language problem or skill problem (Alderson, 1984; Jeon & Yamashita, 2014). If it were a language problem, then poor L2 comprehension could be the result of the lack or poor command of linguistic resources; if it were a skill problem, then difficulties in L2 comprehension may be due to poor transfer skills from L1 (Raeisi‐Vanani, & Baleghizadeh, 2022). In their seminal meta‐analysis, Jeon and Yamashita (2014) conclude that L2 comprehension “does seem to pose a language problem,” but also emphasizes the significant interference of other constructs (p. 189).…”