Analytical Study of the Correlation between the Breadth and Depthof Vocabulary Knowledge and Reading Comprehension in EFL Context

Abstract

This study aims at examining the relationship between size and depth of vocabulary knowledge and reading comprehension of undergraduate students in Sudan. It also investigates whether size or depth is a stronger predictor of learners' reading comprehension. Three language tests were adopted to collect the required data; vocabulary level test, depth of vocabulary knowledge test and reading comprehension test.The sample of the study comprised 103 third-year students majoring in English language at University of Nyala and Comboni college of Science and Technology in Khartoum.The study has empirically shown several findings. Moderate positive intercorrelation was foundbetween vocabulary size and reading comprehension of the study participants.Students with greater vocabulary size were more successful in reading comprehension than their counterparts with less proficiency level of vocabulary size.A positive association was also shown between size and depth of vocabulary knowledge. There was no positive association between vocabulary size and reading comprehension ability of the participants. sizeof vocabulary knowledge proved to be a more powerful predictor of reading comprehension scores than depth.On the bases of these results, a number of suggestions and recommendations are put forward; Teacher of English language should give more attention on developing size and depth of vocabulary knowledge of EFL learners.Vocabulary teaching should be given an appropriate emphasis in language curriculum. Developing Students' understanding of the significance of vocabulary knowledge development in reading comprehension proficiency.Students should be helped to examine a word from different linguistic perspectives such as the spelling, the pronunciation, lexical combination, synonyms, antonyms and collocations.