| Vocabulary knowledge is regarded as the most important part in language. Withthe deep study of the vocabulary knowledge, researchers have proposed variouslydifferent but complementary vocabulary knowledge framework, trying to explainwhat the true understanding of a word is. The researchers believe that vocabularyknowledge is a multidimensional framework concept, and in which the breadth andthe depth of vocabulary knowledge are two basic core dimensions. The formerfocuses on researching on learners’ vocabulary size, while the latter pays attention toresearch on learners’ deeper understanding of vocabulary knowledge. Readingcomprehension is an important part of language learning, reading ability is affected bymany factors, but vocabulary knowledge is generally considered to be the mostimportant factor. In the past second language vocabulary acquisition research, mostresearchers tended to focus on the correlation between vocabulary breadth andreading comprehension, only a few studies related to the correlation betweenvocabulary depth and reading comprehension.This study explores the correlation among the breadth and the depth ofvocabulary knowledge and reading comprehension by using framework of vocabularyknowledge proposed by Nation (2001) as the theoretical basis of empirical research.This study was conducted with a sample of53sophomores from Anshan NormalUniversity as subjects, using vocabulary size tests, vocabulary depth tests and readingcomprehension tests. The scores of the tests are used as the original data, Person correlation and multiple regression programmed in SPSS13.0are used to analysis thedata.The results show that vocabulary breath and vocabulary depth and readingcomprehension have a moderate and significant correlation. Meaning and collocation,as two parts of vocabulary depth, can predict the performance of the readingcomprehension. Especially meaning can exert a stronger influence on readingcomprehension than collocation does. |
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