چکیده

Much research has confirmed the important role of vocabulary in assessing second-language reading performance. (e.g., Nassaji, 2006; Qian, 1999; Qian & Schedl, 2004; Read, 2004; Schmitt, 2001, 2008). For this, high school teachers feel responsible for achieving curriculums and preparing students for University Entrance Exam ̎ Konkoor ̎. In the present study, a correlation design was used to probe into EFL learner s breadth and depth of vocabulary and its possible relationship with their reading comprehension performance. To this end, 78 students from three classes majoring in humanities, natural sciences, and mathematics in grade 11 of a senior high school in Aliabad Katoul, Golestan province, Iran were selected. In order to collect data, three instruments including VLT (breadth test) developed by Schmitt (2001), Word Associates Test WAT (depth test) developed by Read (1998), and a researcher-made reading comprehension test based on student English textbook, i.e. Vision II were used. Using Kruskal Wallis, Spearman Correlation, and Linear Regression, the results indicated that students across different majors acted differently in VLT, whereas WAT was not found to be a point of difference. Accordingly, it was also explored a positive relationship between depth and breadth of students’ vocabulary knowledge. However, only the breadth of words was found to predict studentsﹸ performance in reading comprehension. In other words, as the participants scored higher in the VLT, their performances in the reading comprehension tasks improved, too.

کليدواژه ها

vocabulary size, vocabulary depth, reading comprehension, High school students.

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Masoumeh Babakordi , 1398 , The Role of Depth and Breadth of Vocabulary in High School EFL Learners Reading Comprehension Majoring in Humanities, Natural Sciences, and Mathematics , اولين کنفرانس بين المللي مطالعات زبان انگليسي