The Effect of Vocabulary Knowledge on Chinese English Learners’ Reading Comprehension

Tong-qing, GU

doi:10.5539/ijel.v7n4p45

Cited by 13 publications

(11 citation statements)

References 10 publications

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“…It can be inferred from these results that the more vocabulary students know, the better they perform in reading comprehension tests. The present results concur with the findings of some prior studies on this topic (Karakoce & Kose, 2017;Gu, 2017;Nouri and Zerhouni, 2016;Anjomshoa & Zamanian, 2014). The consistent results regarding the relationship between vocabulary size and reading comprehension affirm the important role of vocabulary knowledge in reading comprehension.…”

Section: Results Related To the Second Research Questionsupporting

confidence: 94%

“…The framework defines vocabulary knowledge from different perspectives: pragmatic, semantic, and morphological perspectives and it shows that all of the aspects are closely interrelated. For instance, the meaning of a word could be derived from the context or the form of that word (Gu, 2017). However, Nation realizes that this framework is incomplete and needs modification.…”

Section: Vocabulary Knowledgementioning

confidence: 99%

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The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners

Al-Khasawneh

2019

JLE

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Vocabulary knowledge is the building block of learning a second language and the degree of success for learning any language depends on the amount of vocabulary a learner possesses. Vocabulary knowledge contributes to mastering language skills (reading, listening, writing, and speaking). Therefore, the present study aims at determining the role of vocabulary size in reading comprehension among Saudi EFL learners. The participants of this study included 64 male students who studied at the first level in the academic year 2018/2019 at King Khalid University. Both the Vocabulary Size Test developed by (Schmitt et al.) and reading comprehension test taken from the TOEFL preparation manual were used to collect the necessary data for the study. The results of the study revealed that the overall vocabulary size of Saudi EFL learners was 2025 word families. This amount helps students to comprehend 90% of written texts as pointed out by many researchers in this field. The results also showed a significant relationship between vocabulary size and reading comprehension. Vocabulary knowledge is an important predictor for comprehending written texts. The study provides some implications for educational stakeholders such as putting more emphasis on teaching vocabulary and using different teaching strategies that assist in the acquisition of vocabulary in general and academic vocabulary in particular. Keywords: vocabulary knowledge; vocabulary depth; vocabulary breadth; reading comprehension; Saudi EFL learners.

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Section: Results Related To the Second Research Questionsupporting

confidence: 94%

Section: Vocabulary Knowledgementioning

confidence: 99%

The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners

Al-Khasawneh

2019

JLE

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“…The results of the current study contradict with the findings from some other reported studies such as those from Elmasry (2012), Şen and Kuleli (2015) and Lee & Rethinasamy (2017) which found a moderate relationship between vocabulary knowledge and reading comprehension.…”

Section: Discussioncontrasting

confidence: 99%

An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners

Qunayeer

2021

ALLS

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The present study is an attempt to explore the relationship between the breadth (the number of words known) and the depth of vocabulary knowledge (the richness of word knowledge) (the richness of word knowledge), and reading comprehension of EFL learners in an English as a foreign language (EFL) context. Furthermore, it tries to find the effect of language proficiency level of learners on the breadth and the depth of lexical vocabulary and reading comprehension of Saudi EFL learners. The participants of the study were seventy-five intermediate and advanced level majoring in English Translation at Qassim University in KSA. The level of language proficiency of participants had been checked through an OPT by the department in advance. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge were administered to all participants. They also received a reading comprehension test in which they were asked to read the passages and answer some multiple-choice questions. The findings obtained from the analysis of the data indicated that there is a significant relationship between breadth and depth of vocabulary knowledge and Saudi advanced/intermediate EFL learner’s reading comprehension performance totally. The results further revealed that both dimensions of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. The results further showed that language proficiency level of learners have an effect on Saudi EFL learners’ reading performance and vocabulary knowledge. These results confirm the importance and the value of developing students‟ breadth and depth of vocabulary knowledge in EFL classrooms.

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“…When students read articles in journals, the internet, newspapers, or social media, they have familiarized themselves with the appropriate and acceptable sentence context. In other words, many students may read, increasingly honed the ability of students to use vocabulary in context (Gu, 2017).…”

Section: English For Islamic Studiesmentioning

confidence: 99%

Corpus-Based Research in Vocabulary Learning

Safriyani

2020

NOBEL

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n the university, corpus-based research is commonly done for writing a thesis. However, corpus-based research can also be introduced for the first year of EFL students to build their critical thinking and vocabulary mastery. Less research discusses the practice of corpus-based research for the first year EFL student. Therefore, it is essential to investigate the benefit and the challenges of corpus-based research in the Indonesian EFL Setting. This study aims to examine the benefits and the challenges of corpus-based research in the Indonesian EFL Setting. Students did corpus-based research in English for the Islamic Studies course. Students tried to structure an English glossary from online Islamic articles, Islamic journals, and Islamic blogs. Forty-four students were chosen as the subject of the research. The survey was done to the students to gather the data about the benefits and the challenges of corpus-based research. The results showed that corpus-based research benefits increase vocabulary, increase students' understanding of research, improve students' accuracy in writing, develop critical thinking, and develop collaboration. Students faced several challenges in implementing corpus-based research. The finding shows students have difficulties in understanding new vocabulary. Besides, they have problems classifying data into specific topics, allocating time, and writing their reports.

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The Effect of Vocabulary Knowledge on Chinese English Learners’ Reading Comprehension

Cited by 13 publications

References 10 publications

The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners

The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners

An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners

Corpus-Based Research in Vocabulary Learning

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