The Relationship between Depth of Vocabulary Knowledge and Reading Comprehension of Iranian EFL Learners

Abstract

The purpose of this study was to investigate the role of vocabulary knowledge and reading comprehension among Iranian EFL learners. The participants in this study were 50 EFL learners who were selected randomly from among intermediate learners in Adib Language Institute in Ardabil, Iran. To collect data, learners were given two tests. One of them measured the depth of vocabulary knowledge (WKT), and the other one was a reading comprehension test which required them to read different passages and answer multiple choice questions. The results of this study showed that there was a strong positive relationship between depth of vocabulary knowledge and reading comprehension skill. The implications of this study can be that teachers and learners should take into account the role of vocabulary knowledge depth in their teaching, and learning, respectively.