European Journal of English Language Teaching TEXT-BASED VOCABULARY INSTRUCTION AS A LEARNING TOOL FOR EFL FRESHMEN'S READING COMPREHENSION (original) (raw)
Related papers
2009
Reading comprehension plays a central role in nonfiction general English university courses in different EFL situations and one of the important factors affecting it is vocabulary size. Accordingly, the present study aimed at investigating the effect of unknown vocabulary size on EFL learners' reading comprehension. To this end, 40 TEFL freshmen were selected to participate in this study on the basis of their scores on Nation's Vocabulary Levels Test (VLT) (2001). They were then given five versions of the same text with different densities of unknown vocabulary, i.e. 80%, 90%, 95%, 98%, and one intact version. A one-way ANOVA and a regression analysis were used to analyze the obtained data. The results showed that different densities of unknown academic vocabulary resulted in significant differences in comprehension of nonfiction general English texts and there was a vocabulary coverage level which acted as a threshold between adequate and inadequate comprehension of these texts. The findings are interpreted to have implications for EFL teachers and university instructors as well as syllabus designers and materials developers. The significance of the present study lies in the fact that unlike many previous studies it is conducted on nonfiction texts, namely nonfiction general English texts.
2015
Abstract: Reading is a language-based skill and involves cognitive process. It is the most important skill to master in order to ensure success in learning. Reading is a process that requires effort on the readers’ parts if they want to understand what they are reading. A considerable amount of research has been devoted to understanding the process that contribute to reading comprehension.Vocabulary knowledge and its role in reading comprehension has been one of the main areas of focus in second language research for the last twenty years. So, the present study tends to investigate the effect of vocabulary knowledge on EFL learners ’ reading comprehension performance. Data were collected by questionnaire from 81 Iranian EFL undergraduate students of English.The results of Pearson Correlation analyses showed a significant positive relationship between vocabulary knowledge and reading comprehension. The findings suggest that giving awareness of vocabulary knowledge to the students alo...
Journal of English language Studies, 2009
Reading comprehension plays a central role in nonfiction general English university courses in different EFL situations and one of the important factors affecting it is vocabulary size. Accordingly, the present study aimed at investigating the effect of unknown vocabulary size on EFL learners' reading comprehension. To this end, 40 TEFL freshmen were selected to participate in this study on the basis of their scores on Nation's Vocabulary Levels Test (VLT) (2001). They were then given five versions of the same text with different densities of unknown vocabulary, i.e. 80%, 90%, 95%, 98%, and one intact version. A one-way ANOVA and a regression analysis were used to analyze the obtained data. The results showed that different densities of unknown academic vocabulary resulted in significant differences in comprehension of nonfiction general English texts and there was a vocabulary coverage level which acted as a threshold between adequate and inadequate comprehension of these texts. The findings are interpreted to have implications for EFL teachers and university instructors as well as syllabus designers and materials developers. The significance of the present study lies in the fact that unlike many previous studies it is conducted on nonfiction texts, namely nonfiction general English texts.
Reading is a language-based skill and involves cognitive process. It is the most important skill to master in order to ensure success in learning. Reading is a process that requires effort on the readers' parts if they want to understand what they are reading. A considerable amount of research has been devoted to understanding the process that contribute to reading comprehension.Vocabulary knowledge and its role in reading comprehension has been one of the main areas of focus in second language research for the last twenty years. So, the present study tends to investigate the effect of vocabulary knowledge on EFL learners' reading comprehension performance. Data were collected by questionnaire from 81 Iranian EFL undergraduate students of English.The results of Pearson Correlation analyses showed a significant positive relationship between vocabulary knowledge and reading comprehension. The findings suggest that giving awareness of vocabulary knowledge to the students along with making them conscious of their ability gives them a broader sense of the depth of reading comprehension texts and improves their reading ability. International Journal on Studies in English Language and Literature (IJSELL) Page | 91 The Effect of Vocabulary Knowledge on Reading Comprehension of Iranian EFL Learners in Kerman Azad University International Journal on Studies in English Language and Literature (IJSELL)
2016
Research on Vocabulary Learning Strategies (VLS) and Reading Comprehension Strategies (RCS) is so fascinating that has attracted much attention in English language teaching domain. Accordingly, strategies for vocabulary learning and reading comprehension have been the cornerstone of a lot of studies. Nevertheless, empirical studies on the relationship between vocabularies learning strategies and reading comprehension strategies among Iranian elementary EFL learners are few. The goal of the present research is to shed some light on the relationship between Iranian elementary EFL learners' VLS and RCS. In elementary levels, learners are interested in learning new vocabulary to become good reader being able to understand English text better. As a consequence, vocabulary plays an important role in developing and enhancing one's reading comprehension. Learning vocabulary is a huge assistance for learners to understand, since it provides the learners with more ability in reading c...
Evaluating the Lexical Load of the Reading Comprehension Texts in EFL Textbooks
2020
Research has revealed numerous problems regarding the teaching and learning of EFL in Morocco. One of these problems concerns students’ performance in reading comprehension tasks. Given the assumption that a large proportion of the problem can be attributed to lexical deficiency, this study sets out to evaluate the vocabulary load of the reading comprehension texts in EFL second-year baccalaureate textbooks. This was actualized through determining how much text coverage students could achieve with their vocabulary knowledge. To this end, a sample of 106 Moroccan bac2 (second- year baccalaureate) students was non-randomly sampled, and their vocabulary knowledge was assessed using an updated version of the Vocabulary Levels Test (VLT). In parallel, the vocabulary profiles of the reading texts in the three EFL textbooks were described using the Vocabulary Profiler software. Results have shown that students have a rather impoverished vocabulary knowledge of approximately 1317 word families, which have thus revealed a gap between their actual knowledge and the lexical load contained in their textbooks.
The main purpose of this study was to examine the relationship between EFL learners perceived reading strategies, vocabulary size and reading comprehensions. The participants in the study were 226 first-year university students enrolled in Khorasgan Azad University. Participants completed a reading strategies survey and took a vocabulary size test (Smith, 2000) and a reading comprehension test. Descriptive and Inferential statistics were used to describe the participants’ performance on the two tests and their reported reading strategies use, and to assess the relationship between the study s three main variables. In general, Iranian EFL first- year university students had a low reading ability and an estimated small vocabulary size (500-700 word families), which is far below the threshold level needed for reading un-simplified English texts. Except for a few strategies like critical reading, summarizing, using typographical aids, and noting text characteristics, the participants reported using most of the reading strategies with high and moderate frequencies. They also reported significantly more frequent use of problem-solving strategies. However, extensive reading was found to be an unpopular activity among EFL learners in Iran. A statistically significant relationship was found between the participants’ vocabulary size at the 2000 word level and higher reading proficiency reported using reading strategies more frequently than lower proficiency students. The study concludes with some pedagogical implications and recommendations for further research.
The Impact of Vocabulary Knowledge Level on EFL Reading Comprehension
International Journal of Applied Linguistics & English Literature, 2013
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.
2010
The current study investigated the relationship among vocabulary learning strategies, vocabulary knowledge, and reading comprehension of Iranian undergraduate EFL students. In addition, the study tried to find the contribution of vocabulary learning strategies to vocabulary size and reading comprehension of the students. Fars province was selected according to cluster sampling. Data were collected from all 250 second year undergraduate EFL students. The collection of data was done in two different phasesquantitative and qualitative. In the quantitative phase of the study, the data were collected through a vocabulary learning strategy questionnaire adapted from Bennett (2006). A vocabulary size test developed by Nation (2007) and a TOEFL reading comprehension test were also used in the study. Data were also collected through interviews and journal writing in the qualitative phase of the study. Descriptive statistics showed that Iranian undergraduate EFL learners were medium strategy users. All different categories of
PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345, 2015
Abstarct --------------------------------------------------------------------------------------------------------------------Vocabulary is one aspects in reading comprehension. By having a lot vocabulary, the students understand in reading comprehension. The interest in English also gives effect of students mastery in English. Before the students start to read they are must be interested in English first. Reading is one of skills in English that very essential for the students, because by reading the students can get information from the text. In this research the researcher focoses on reading comprehension in descriptive text. The problems formulation in this research are; (1) How far is the students score of ability in vocabulary mastery toward reading comprehension in descriptive text? (2) How far is the students score of ability in students interest in English toward reading comprehension in descriptive text? (3) How far is the correlation between students’ score of vocabulary...