The Role of Vocabulary vs. Syntactic Knowledge in L2 Reading Comprehension

Abstract

Research in literature reports the importance of L2 vocabulary and syntactic knowledge on the learners' reading comprehension. In this regard, the current study investigated the role of vocabulary knowledge that is disunited into depth and breadth dimensions and syntactic knowledge in the reading comprehension scores of an advanced cohort of English as a Foreign Language (EFL) learners. In particular, this study examined the relationship of vocabulary knowledge (with its two dimensions) and syntactic knowledge with reading comprehension scores of 30 Turkish EFL learners and the extent to which these knowledge types explain the variance in reading comprehension scores. Measures of vocabulary breadth, vocabulary depth, syntactic knowledge and reading comprehension were used. The data analysis procedure included the descriptive statistics, Pearson product-moment correlations and multiple regression analysis. The results showed that the depth of vocabulary knowledge predicts the L2 reading comprehension the best when the effect of vocabulary size and syntactic knowledge is controlled. These findings are discussed at the end of the study with future research suggestions and limitations.

Relative Roles of Grammar Knowledge and Vocabulary in the Reading Comprehension of EFL Elementary-School Learners: Direct, Mediating, and Form/Meaning-Distinct Effects

“…However, the literature suggests that the role of grammar knowledge in receptive skills, namely listening and reading, is equivocal and inconclusive ( Buyl and Housen, 2015 ; Le Normand, 2018 ). Correlation-based and experimental studies have investigated the relationships between L2 vocabulary knowledge, L2 grammar knowledge, and L2 reading comprehension ( Henning et al, 1981 ; Nassaji and Geva, 1999 ; Khaldieh, 2001 ; Van Gelderen et al, 2003 , 2004 ; August, 2006 ; Shiotsu and Weir, 2007 ; Gottardo and Mueller, 2009 ; Guo and Roehrig, 2011 ; Morvay, 2012 ; Zhang, 2012 ; Nergis, 2013 ; Jeon and Yamashita, 2014 ; Kim and Cho, 2015 ; Lee, 2016 ; Susoy and Tanyer, 2019 ). However, these findings of these studies appear to be contradictory.…”

“…However, these findings of these studies appear to be contradictory. Some studies determined that L2 grammar knowledge can have a strong impact on L2 reading comprehension ( Henning et al, 1981 ; Van Gelderen et al, 2003 ; August, 2006 ; Shiotsu and Weir, 2007 ; Gottardo and Mueller, 2009 ; Guo and Roehrig, 2011 ; Nergis, 2013 ; Jeon and Yamashita, 2014 ; Kim and Cho, 2015 ), whereas other studies found that when the effects of vocabulary knowledge were partialed out, grammar knowledge played only a minor role in reading comprehension ( Nassaji and Geva, 1999 ; Khaldieh, 2001 ; Van Gelderen et al, 2004 ; Morvay, 2012 ; Zhang, 2012 ; Lee, 2016 ; Susoy and Tanyer, 2019 ). Moreover, issues such as research methodologies (e.g., whether the influence of vocabulary was controlled), sample sizes, and the English proficiency of the subjects suggested that the research findings were both inconclusive and difficult to interpret.…”

“…Grammar knowledge includes the understanding of subject–verb agreement, tenses, articles, and word order ( Qian, 2002 ). Different terminologies of grammar knowledge are used in the literature, with common expressions such as grammar knowledge, morphosyntactic, syntactic awareness, syntactic knowledge, and syntactic parsing being popular in research on reading ( Tunmer et al, 1987 ; Gaux and Gombert, 1999 ; Morvay, 2012 ; Zhang, 2012 ; Jeon and Yamashita, 2014 ; Fang et al, 2017 ; Susoy and Tanyer, 2019 ). Few studies have explored the role of grammar knowledge in L2 reading comprehension ( Urquhart and Weir, 1998 ; Shiotsu and Weir, 2007 ; Jung, 2009 ; reviewed by Choi and Zhang, 2021 ).…”

“…Reading has been regarded as a receptive language skill for understanding the words, sentences, and meaning in texts ( Jung, 2009 ). Studies have consistently found that L2 vocabulary plays a significant role in L2 reading comprehension ( Nassaji and Geva, 1999 ; Khaldieh, 2001 ; Van Gelderen et al, 2004 ; Morvay, 2012 ; Zhang, 2012 ; Kim and Cho, 2015 ; Lee, 2016 ; Susoy and Tanyer, 2019 ). L2 vocabulary knowledge strongly contributes to L2 reading comprehension, with a ranging from 0.54 to 0.90 ( Nassaji and Geva, 1999 ; Khaldieh, 2001 ; Morvay, 2012 ; Susoy and Tanyer, 2019 ).…”

“…The first limitation was that the number of participants recruited for investigating the relative contribution of grammar knowledge and vocabulary on EFL comprehension should be increased to increase the validity of the evidence. Previous studies mostly recruited high-school and college students, and adult learners who had received explicit/direct EFL grammar lessons for a certain period ( Henning et al, 1981 ; Nassaji and Geva, 1999 ; Khaldieh, 2001 ; Van Gelderen et al, 2003 , 2004 ; August, 2006 ; Shiotsu and Weir, 2007 ; Guo and Roehrig, 2011 ; Morvay, 2012 ; Zhang, 2012 ; Kim and Cho, 2015 ; Lee, 2016 ; Susoy and Tanyer, 2019 ). Literature on EFL elementary-school learners who received shorter periods of English grammar instruction (relative to their high school and college counterparts) is scarce, which may be disadvantageous for learning the forms or patterns of the English language.…”