Investigating the Relative Significance of L2 Vocabulary and Grammatical Knowledge in L2 Reading Comprehension

• 발행기관: 한국외국어교육학회
• 저자명: Hyunah Park
• 간행물 정보: 『Foreign Languages Education』Vol.21 No.2, 27~43쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.06.30

영문 초록

This study attempted to investigate the relative contribution of vocabulary and grammatical knowledge to second language reading comprehension ability. With 44 EFL adult learners whose language proficiency fell within the low-intermediate level, three different measures were conducted: vocabulary and grammatical knowledge were measured by researcher-developed tests and L2 reading comprehension was measured using the reading section of the TOEIC test. In order to examine the two predicting variables (i.e., vocabulary and grammatical knowledge) a multiple regression analysis was performed. The study found that both grammatical and vocabulary knowledge related significantly to L2 reading comprehension. Additionally, vocabulary knowledge showed a slightly stronger contribution to reading comprehension than syntactic knowledge. These findings suggest that it is equally important for lower level readers to understand vocabulary as well as basic syntactic rules and structures when it comes to EFL reading comprehension.

목차

Abstract

Ⅰ. Introduction

Ⅱ. Literature Review

Ⅲ. Methodology

Ⅳ. Results

Ⅴ. Discussion and Conclusion

References

키워드

어휘지식 문법지식 제2 언어 독해능력 vocabulary knowledge grammatical knowledge L2 reading comprehension ability