Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study  

Oleh:

ZHANG, DONGBO

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 96 no. 4 (2012), page 558-575.
Fulltext: ZHANG_DONGBO, vol. 96 issue 4 Winter 2012. p. 558-575.pdf (215.34KB)

Isi artikel

Using structural equation modeling analysis, this study examined the contribution of vocabulary and grammatical knowledge to second language reading comprehension among 190 advanced Chinese English as a foreign language learners. Vocabulary knowledge was measured in both breadth (Vocabulary Levels Test) and depth (Word Associates Test); grammatical measures focused on learners’ implicit (timed grammaticality judgment task), as well as explicit knowledge (grammatical error correction task); reading comprehension had three indicators, namely, coreference, textual inference, and gist. Vocabulary knowledge related significantly to reading comprehension; grammatical knowledge showed a weak contribution to reading comprehension after controlling for the effect of vocabulary knowledge. In addition, learners’ implicit knowledge of grammar had a stronger relationship to reading comprehension than explicit knowledge, over and above the effect of vocabulary size.

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