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The relationship between L2 vocabulary knowledge and reading proficiency: The moderating effects of vocabulary fluency

Linguistics and Languages

The relationship between L2 vocabulary knowledge and reading proficiency: The moderating effects of vocabulary fluency

Y. Tong, Z. Hasim, et al.

Explore the fascinating links between vocabulary knowledge and reading proficiency in EFL learners! This study by Yanli Tong, Zuwati Hasim, and Huzaina Abdul Halim reveals how receptive vocabulary significantly impacts reading skills, highlighting the crucial role of vocabulary fluency. Dive into the findings that could reshape vocabulary assessment and instruction.

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Playback language: English
Abstract
This study investigates the relationship between four dimensions of L2 vocabulary knowledge (receptive and productive breadth and depth) and L2 reading proficiency, examining the moderating role of vocabulary fluency. 312 Chinese EFL university students completed vocabulary tests and the IELTS reading test. SEM and Ping's Single Indicator Interaction methods were used. Results showed receptive lexical knowledge is more closely linked to reading proficiency than productive knowledge; receptive vocabulary depth is more strongly connected than breadth; vocabulary fluency substantially moderates the vocabulary-reading proficiency relationship; and whole-word knowledge explains 49% of the variance in L2 reading scores. Theoretical and instructional implications for vocabulary assessment and L2 reading proficiency development are discussed.
Publisher
Humanities and Social Sciences Communications
Published On
Sep 06, 2023
Authors
Yanli Tong, Zuwati Hasim, Huzaina Abdul Halim
Tags
L2 vocabulary knowledge
reading proficiency
receptive knowledge
vocabulary fluency
EFL learners
depth and breadth
SEM

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