Is there any significant relationship between depth of vocabulary knowledge and reading comprehension among intermediate language learners?

Today, learning English is important in all over the world. Many people study English as a second language (ESL) or English as a foreign language (EFL) in different nations. Recently, the fields of teaching English as a second language (TESL) and teaching English as a foreign language (TEFL) have developed rapidly. The purpose of this study was to investigate if there is a relationship between reading comprehension and depth of vocabulary knowledge. The Quick Oxford Placement Test (QOPT) was used for homogenizing the learners so the participants of the present study were ۵۶ female EFL learners. Therefore, ۲۸ students were selected as the experimental group and ۲۸ students as the control group. The results suggested that there is no relationship between reading comprehension and depth of vocabulary knowledge, this point implies that language learners can enhance their comprehension even without very deep knowledge of vocabularies. The implication of this study is helpful to Iranian language teachers in a way that they understand the relationship between vocabulary knowledge and reading comprehension of authentic Persian texts to improve their learners' foreign language learning. Since, the researcher did not assign any classroom time on teaching vocabulary awareness it can be stated that vocabulary awareness instruction is not very time consuming.

کلیدواژه ها:

reading comprehension ، depth of vocabulary knowledge