The Role of Vocabulary vs. Syntactic Knowledge in L2 Reading Comprehension

Year 2019, , 113 - 130, 24.03.2019

Zafer Susoy Seray Tanyer

https://doi.org/10.32601/ejal.543787

Cited By: 3

Abstract

Research in literature reports the importance of
L2 vocabulary and syntactic knowledge on the learners’ reading comprehension.
In this regard, the current study investigated the role of vocabulary knowledge
that is disunited into depth and breadth dimensions and syntactic knowledge in
the reading comprehension scores of an advanced cohort of English as a Foreign
Language (EFL) learners. In particular, this study examined the relationship of
vocabulary knowledge (with its two dimensions) and syntactic knowledge with
reading comprehension scores of 30 Turkish EFL learners and the extent to which
these knowledge types explain the variance in reading comprehension scores.
Measures of vocabulary breadth, vocabulary depth, syntactic knowledge and
reading comprehension were used. The data analysis procedure included the
descriptive statistics, Pearson product-moment correlations and multiple
regression analysis. The results showed that the depth of vocabulary knowledge
predicts the L2 reading comprehension the best when the effect of vocabulary
size and syntactic knowledge is controlled. These findings are discussed at the
end of the study with future research suggestions and limitations. 

Keywords

Vocabulary knowledge, syntactic knowledge, vocabulary breadth, vocabulary depth, EFL reading comprehension

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