The Relationship between Phonological Memory, L2 Reading Comprehension and Vocabulary Size of Iranian High School Students
Phonological memory (PM) is viewed as one of the key elements in language learning. The present study was an effort to investigate the relationship between PM, reading comprehension, and vocabulary size of Iranian high school EFL learners. The participants were 58 high school freshmen and senior s...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Lasting Impressions Press
2015-08-01
|
| Series: | International Journal of English Language and Translation Studies |
| Subjects: | |
| Online Access: | http://eltsjournal.org/wp-content/uploads/2015/05/7-3-3-15.pdf |
| Summary: | Phonological memory (PM) is viewed as one of the key elements in language learning. The present study
was an effort to investigate the relationship between PM, reading comprehension, and vocabulary size of
Iranian high school EFL learners. The participants were 58 high school freshmen and senior students.
Administering Oxford Quick Placement Test (QPT), the participants were divided into two groups of
proficiency, i.e. elementary and lower intermediate. Afterwards, two measures of PM, namely nonword
repetition (NWRP) and nonword recognition (NWRC) tests, a reading comprehension test, and Schmitt’s
vocabulary levels test were administered. The results showed a significant relationship between reading
comprehension, vocabulary size, and PM measures at both levels of proficiency. Moreover, the regression
analyses showed that NWRC can be a better predictor of L2 learners’ performance on reading comprehension
at the lower intermediate level, and NWRC was found to be a better predictor of vocabulary size for both
groups of language proficiency.
|
|---|---|
| ISSN: | 2308-5460 2308-5460 |