The correlation and prediction of depth of vocabulary knowledge to academic reading comprehension among english as a foreign language (EFL) learners at tertiary level in Bangladesh
An in-depth investigation of depth of vocabulary knowledge by lexical researchers plays a prominent role in language learning and teaching. However, there is a lack of empirical research related to the relationship and prediction of different dimensions of depth of vocabulary knowledge as indispensa...
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| Format: | Thesis |
| Language: | eng eng eng eng |
| Published: |
2018
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| Subjects: | |
| Online Access: | https://etd.uum.edu.my/9281/1/Deposit%20Permission-not%20allow_s95912.pdf https://etd.uum.edu.my/9281/2/s95912_01.pdf https://etd.uum.edu.my/9281/3/s95912_02.pdf https://etd.uum.edu.my/9281/4/s95912_references.docx |
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| Summary: | An in-depth investigation of depth of vocabulary knowledge by lexical researchers plays a prominent role in language learning and teaching. However, there is a lack of empirical research related to the relationship and prediction of different dimensions of depth of vocabulary knowledge as indispensable parts of depth of vocabulary knowledge to reading comprehension in English as a second language/English as a foreign language (EFL) context, particularly in an EFL context like Bangladesh. The objectives of the present study were to investigate the extent of relationship and
prediction of different constituents of depth of vocabulary knowledge to academic reading comprehension. Therefore, this study examined the correlation and prediction of different aspects of depth of vocabulary knowledge to academic reading comprehension, employing standard multiple regression analysis under quantitative approach amongst 155 Bangladeshi Business and Engineering undergraduate EFL learners at tertiary level. The research was carried out, administering four instruments, a morphological knowledge test, an analytic relations test, a depth of vocabulary knowledge test, and a reading comprehension test in two successive classes to test students’ English language proficiency. The results of the study show that a significant and strong correlation existed between adapted analytic (meronymy) relations aspect of depth of vocabulary knowledge and academic reading comprehension, and also analytic relations made statistically the most significant unique prediction (which had the largest impact) to academic reading comprehension. Furthermore, the results suggest that students who learned analytic relations (part-whole) performed better in academic reading comprehension than those who learned other dimensions of depth of vocabulary
knowledge, i.e. represented by morphological knowledge and both paradigmatic and syntagmatic relations. The study concludes that there are significant correlations and prediction of three components of depth of vocabulary knowledge to academic reading
comprehension. Providing an insight into the research gap, the present study suggests that depth of vocabulary knowledge would have practical use for the students and English teachers at tertiary level and further implications for lexical researchers. The inclusion of analytic relations with paradigmatic and syntagmatic relations and morphological knowledge, which represented depth of vocabulary knowledge, has added to the body of lexical knowledge. |
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