By contrast, the participants’ L1 in Kieffer and Lesaux’s study was Spanish, which shared similar word derivation with English. PDF | Morphology is the study of the internal structure of words and the rules governing the formation of words in a language. Among the four words in the top box, the test takers were required to choose one to three words that is/are synonymous with one aspect of or the whole meaning of the stimulus word, whereas in the bottom box, they were asked to select among the four words, one to three words that collocate(s) with the stimulus word. For the DVK measure, each word correctly chosen was awarded one point. Academia.edu is a platform for academics to share research papers. As such, the important role that vocabulary knowledge plays in either language learning or reading comprehension could never be overemphasized. Given the fact that the participants of the present study are from one university which is in the middle rank in Taiwan, it remains unknown about whether or not the results obtained from learners with higher or lower levels of English proficiency would be different. The stimulus word was an adjective, and each of the two boxes contained four words. Two example items of the Self-efficacy Questionnaire. In fact, previous studies have shown that the relationship between breadth and depth of vocabulary knowledge depends on proficiency level. As Nation  put it, “understanding word association is useful for creating limited vocabularies to define words and for the simplification of text” (p. 52). The test of morphological knowledge obtained the second highest mean percentage correct score (80%). The reliability estimate obtained for the test was only .50. As asserted by Bachman and Palmer , different characteristics of language tasks, such as item formats and scoring methods, could affect how the scores of the test represent the targeted construct. One seemingly possible reason for the high correlation between word association and collocation might be that, in the DVK test, the same stimulus word of each test item was used to measure the two subcomponents. Academia.edu no longer supports Internet Explorer. Thus, making 100 measurements rather than 4 does not mprove the precision by a factor of'T = 25, but only by a factor of V25, or 5. For each of the three subcomponents of depth of vocabulary knowledge, what is its relative variance contribution to the prediction of scores on reading comprehension, over and above the prediction provided by vocabulary size, after motivation and self-efficacy have been accounted for? Correlations between the scores on the four subcomponents and the scores on reading comprehension (, Results of regression analysis for overall contribution of four vocabulary knowledge subcomponents to reading comprehension after motivation and self-efficacy were controlled (, Results of regression analysis for additional contributions of depth of vocabulary knowledge when vocabulary size, motivation, and self-efficacy were controlled (, A Study on the Relationship between English Reading Comprehension and English Vocabulary Knowledge, Department of English Instruction, University of Taipei, Taipei 100, Taiwan. Similarly, Pawley and Syder  argued that in addition to knowing the rules of the language, language users can produce native-like sentences (native-like selection) and can produce language fluently (native-like fluency) by extracting units of language of clause length from memory. This can help students learn the actual usage of collocations in authentic contexts. During the first Match Day celebration of its kind, the UCSF School of Medicine class of 2020 logged onto their computers the morning of Friday, March 20 to be greeted by a video from Catherine Lucey, MD, MACP, Executive Vice Dean and Vice Dean for Medical Education. Based on the instability of the L2 learners’ responses, he suggested that the standard word association task was an unsatisfactory test for assessing L2 learners’ word association knowledge. As for collocation knowledge, another frequently researched subcomponent of depth of vocabulary knowledge, much attention has been paid to exploring its importance in language teaching and learning (e.g., ). Besides pedagogical implications, some implications can also be made for the assessment of vocabulary knowledge. In other words, the results indicated that, among the three vocabulary knowledge depth subcomponents, collocation appeared to account for the greatest amount of variance contribution to predicting reading comprehension performance over and above motivation, self-efficacy, and vocabulary size, while morphological knowledge had the least and insignificant amount of variance contribution. Table 1 shows two example items of the questionnaire. There was a one-week interval between the two sessions for the purpose of avoiding the participants’ fatigue from taking the tests. The third part of the test (Questions 11–20) contained a list of statements based on a reading passage. Some studies (e.g., [6, 7, 18]) focused on measuring vocabulary size of university students. Concerning the relationship of reading comprehension to the four vocabulary subcomponents, the strongest correlation (, ) was found between reading comprehension and vocabulary size. Instead of using a syntactic strategy, they suggested to use a conceptual strategy, which involves processing content words and utilizing lexical and content knowledge. All of the sentences were unambiguous, and the blanks were highly constrained syntactically, limiting the choice of possible correct answers to one. It contained 30 items in ten clusters, with each cluster containing three items. In addition to different measures of morphological knowledge used, different L1 involved might be another reason for the difference in the magnitude of correlation coefficients obtained between the two studies. ii.24. Finally, the results of the current study also shed some light on the interrelationships among vocabulary size, word association, collocation, and morphological knowledge. Power, and S. White, “Morphological analysis: Implications for teaching and understanding vocabul ary growth,”, W. Nagy, V. W. Berninger, and R. D. Abbott, “Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students,”, W. E. Nagy, I.-A. When teaching a new word, teachers are advised to demonstrate some of its most common collocations at the same time. It remains unanswered as to whether or not other subcomponents of depth of vocabulary knowledge may also affect learners’ performance on reading comprehension. The results yielded from this kind of study may provide more constructive ways to help English learners to improve their reading skills. The maximum possible total score of the motivation questionnaire was 100. Depends on proficiency Level besides pedagogical implications can also be derived from the results of the correlation he that... Results revealed that there is a need to conduct a study along this line the indicates! Obtained in the right column 2, 9–13 ] ) focused on vocabulary. ) relative to the four subcomponents of vocabulary knowledge may also affect ’. 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