Vocabulary Toward Reading Comprehension
http://e-flt.nus.edu.sg/
Electronic Journal of Foreign Language Teaching 2011, Vol. 8, No. 1, pp. 108–115 © Centre for Language Studies National University of Singapore
The Effects of Vocabulary Knowledge and Background Knowledge on Reading Comprehension of Taiwanese EFL Students
Peter Tze-Ming Chou
(drpeterchou@yahoo.com) Wenzao Ursuline College of Languages, Taiwan
Abstract Many studies have shown that vocabulary knowledge and background knowledge can help students read and comprehend better. The more vocabulary students know, the better they can decode and understand what they read. In contrast, background knowledge helps students make successful inferences. Therefore, this study looks at the effects of vocabulary knowledge and background knowledge in an EFL reading comprehension test. The participants consisted of 159 students from a college in Southern Taiwan. The result of the study showed that the participants who received a list of vocabulary to study performed significantly better on the reading comprehension test than the participants who relied on background knowledge. This led to a discussion in the conclusion about the need for vocabulary building for college EFL students in Taiwan.
1 Introduction While the study of English becomes a commonplace nowadays, especially in Taiwan, reading in English is becoming increasingly important for the students. They need to be able to read texts in English, not only for academic purposes, but also for their careers. Reading has many beneficial effects in language acquisition. Some researchers believe that reading facilitates language development (Martin-Chang & Gould, 2008). The more a person reads, the more they will develop their vocabulary knowledge. Reading can also help students improve their spelling and writing skills (Harmer, 2007). When students enroll in an English reading class, they will always, at one point or another, be tested on their reading ability. When they fail an English reading
Electronic Journal of Foreign Language Teaching 2011, Vol. 8, No. 1, pp. 108–115 © Centre for Language Studies National University of Singapore
The Effects of Vocabulary Knowledge and Background Knowledge on Reading Comprehension of Taiwanese EFL Students
Peter Tze-Ming Chou
(drpeterchou@yahoo.com) Wenzao Ursuline College of Languages, Taiwan
Abstract Many studies have shown that vocabulary knowledge and background knowledge can help students read and comprehend better. The more vocabulary students know, the better they can decode and understand what they read. In contrast, background knowledge helps students make successful inferences. Therefore, this study looks at the effects of vocabulary knowledge and background knowledge in an EFL reading comprehension test. The participants consisted of 159 students from a college in Southern Taiwan. The result of the study showed that the participants who received a list of vocabulary to study performed significantly better on the reading comprehension test than the participants who relied on background knowledge. This led to a discussion in the conclusion about the need for vocabulary building for college EFL students in Taiwan.
1 Introduction While the study of English becomes a commonplace nowadays, especially in Taiwan, reading in English is becoming increasingly important for the students. They need to be able to read texts in English, not only for academic purposes, but also for their careers. Reading has many beneficial effects in language acquisition. Some researchers believe that reading facilitates language development (Martin-Chang & Gould, 2008). The more a person reads, the more they will develop their vocabulary knowledge. Reading can also help students improve their spelling and writing skills (Harmer, 2007). When students enroll in an English reading class, they will always, at one point or another, be tested on their reading ability. When they fail an English reading