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A study on the relationship between English reading comprehension and English vocabulary knowledge

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Document pages: 15 pages

Abstract: The purpose of this study is to investigate the overall and relative contributions of the four sub components of lexical knowledge to reading comprehension. The four lexical sub components are lexical size, lexical association knowledge, collocation knowledge and morphological knowledge. Participants were 124 college students from a university in Taipei, Taiwan. Six tools were used in this study: (1) reading comprehension test, (2) vocabulary test, (3) vocabulary association knowledge and collocation knowledge test, (4) morphological knowledge test, (5) motivation attitude scale and (6) self-efficacy scale. The results can be summarized as follows. Firstly, after controlling the influence of motivation and self-efficacy, these four lexical sub components work togetheruted significantly (20 ) to reading comprehension performance. Moreover, depth of vocabulary knowledge (including word association knowledge, collocation knowledge, and morphological knowledge) provided an additional explained variance (6 ) in reading comprehension performance over and above vocabulary size. Finally, among the three subcomponents of depth of vocabulary knowledge, collocation knowledge explained the most proportion of variance (5.6 ) in contributing to performance on reading comprehension. Based on these findings, some implications and suggestions for future research were provided.

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