Gender Disparities in the Influence of vocabulary size on Reading Comprehension among Iranian male and female (EFL) Learners
Masoomeh Maleki
1
(
Ardabil Branch, Islamic Azad University, Ardabil, Iran
)
Mehran Davaribina
2
(
Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran
)
کلید واژه: Keywords: vocabulary size, reading comprehension, male, female, EFL learners.,
چکیده مقاله :
Abstract Acquiring a new language necessitates adeptness in mastering its lexicon. Language learners must possess a broad lexicon to effectively decipher texts in their target language. Among the array of skills imperative for foreign language learners, reading comprehension reigns supreme, influenced by myriad factors, including vocabulary breadth. This study endeavors to scrutinize the impact of vocabulary breadth on the reading comprehension of Iranian male and female learners of English as a Foreign Language (EFL). Engaging 80 EFL learners at the intermediate level, the study employed two assessments: the Vocabulary Levels Test (Nation, 1990) to gauge learners' lexical proficiency and the Reading Comprehension Test (TOEFL version, 2004) to assess their reading acumen. Utilizing a Two-way ANOVA for data analysis, the findings underscored the substantial positive influence of expansive lexicon on reading comprehension. Notably, gender differentials in reading comprehension were not discerned among the participants. These findings carry implications for language pedagogy, assessment practices, educator preparation, and curriculum development.
چکیده انگلیسی :
Abstract Acquiring a new language necessitates adeptness in mastering its lexicon. Language learners must possess a broad lexicon to effectively decipher texts in their target language. Among the array of skills imperative for foreign language learners, reading comprehension reigns supreme, influenced by myriad factors, including vocabulary breadth. This study endeavors to scrutinize the impact of vocabulary breadth on the reading comprehension of Iranian male and female learners of English as a Foreign Language (EFL). Engaging 80 EFL learners at the intermediate level, the study employed two assessments: the Vocabulary Levels Test (Nation, 1990) to gauge learners' lexical proficiency and the Reading Comprehension Test (TOEFL version, 2004) to assess their reading acumen. Utilizing a Two-way ANOVA for data analysis, the findings underscored the substantial positive influence of expansive lexicon on reading comprehension. Notably, gender differentials in reading comprehension were not discerned among the participants. These findings carry implications for language pedagogy, assessment practices, educator preparation, and curriculum development.
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