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Vocabulary Learning Strategy and Vocabulary Knowledge - Coggle Diagram
Vocabulary Learning Strategy
and Vocabulary Knowledge
English Vocabulary
Learning Strategies
The Classification of Vocabulary
Learning Strategies
The definitions of vocabulary learning
strategies
The Influencing Factors of
Vocabulary Learning
The kinds of vocabulary learning strategies
English learning system according
to Wen Qiufang
The importance of English vocabulary learning
The Most Common Strategy in Learning Vocabulary by High Achiever University Students
The most common strategy used by high-achiever students in learning vocabulary & the reasons
Meaning of vocabulary
The importance of English vocabulary learning for teacher and students/learners
The definition of learning strategies
The classification of strategies according to oxford
Vocabulary Learning Strategies and Their Contribution to Reading Comprehension of EFL Undergraduate Students
The contribution of vocabulary learning strategies toward reading comprehension of EFL undergraduates
The most and least frequently used categories of strategies by EFL undergraduate students
The level of strategy use of EFL undergraduate learners
The Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge
Why learning vocabulary & vocabulary knowledge is important
The most widely used vocabulary learning strategies among Chinese EFL students
The relationship between vocabulary learning strategy and vocabulary knowledge
The Role of Vocabulary Knowledge in Reading Comprehension
Knowledge of vocabulary is one of the best predictors of reading ability and the capability to obtain new details from texts (Nation, 2001; Qian, 2002; Read, 2000; Tannenbaum, Torgesen & Wagner, 2006).
The knowledge of word meanings and the ability to access the knowledge efficiently are recognized as essential factors in reading comprehension (Ali & Mohd. Ayub, 2012; Bee Eng & Abdullah, 2003).
In a review by Moghadam, Zainal, and Ghaderpour (2012) on the important role of vocabulary knowledge in reading comprehension performance, they posited that vocabulary learning is central in language acquisition, whether second or foreign language.
(Chapelle, 1998; Henriksen, 1999). They also stated that vocabulary knowledge is an indicator of language ability and in order to be a competent second or foreign language learner, a great number of words is a dominant factor.
Chou (2011) studied the effects of vocabulary knowledge and background knowledge in an EFL reading comprehension test and established that participants who received a list of vocabulary to study performed better in the reading comprehension test in comparison to the participants who relied on background knowledge.
Kameli and Baki (2013) found that there is a positive relationship between knowledge on vocabulary and successful reading comprehension achievement when the Vocabulary Levels Test (VLT) and Reading Comprehension Test (IELTS) were conducted on the students.