Exploring the Relationship Between Vocabulary Knowledge and Reading Comprehension in EFL Learners: Strategies and Implications

Tóm tắt

This study examines the relationship between vocabulary knowledge and reading comprehension in English as a Foreign Language (EFL) learners, exploring how various vocabulary learning strategies influence reading proficiency. The research synthesized findings from multiple studies that highlighted the importance of vocabulary size and depth in facilitating comprehension. It revealed that vocabulary knowledge is a significant predictor of reading ability, with learners’ capacity to decode, recognize, and understand words playing a crucial role in effective comprehension. The study also explored the impact of different vocabulary strategies, including extensive reading, summarizing, and metacognitive techniques, in enhancing both vocabulary acquisition and reading comprehension outcomes. Findings suggested that a combination of direct and indirect vocabulary learning strategies, such as rote memorization and contextual learning, contribute to improved comprehension, with an emphasis on developing a rich, diverse mental lexicon. Additionally, the study highlighted the importance of teacher guidance in promoting effective vocabulary learning strategies and suggests that both vocabulary breadth and depth should be prioritized in EFL instruction. The study concludes with recommendations for curriculum design, instructional methods, and assessment practices to enhance vocabulary learning and reading comprehension among EFL learners.