The Impact of Vocabulary Knowledge Level on EFL Reading Comprehension

Shima Kameli, Roselan Bin Baki


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.



Vocabulary level, vocabulary size/breadth, reading comprehension

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