Abstract: Reading is one of the most important language skills that helps build students’ vocabulary. Even though many other skills are involved in increasing reading comprehension, vocabulary size may be a significant aid in improving understanding of an academic text. The purpose of the study is to examine the relationship between students’ reading comprehension skills against their vocabulary size. Additionally, the reading comprehension scores at the entry level are compared to the reading comprehension scores after reading instruction at midterm point. A total of 11 first year students seeking BA in business English and enrolled in the intensive English course “English for social communication” at the University of Applied Sciences in Kaunas participated in the study. Statistical data analysis using chi-square test was used to analyze independence between two qualitative (nominal) variables—the productive and receptive reading comprehension test scores at the entry level and midterm point against the vocabulary size test. The findings indicate the students with larger vocabulary have better reading comprehension, yet teaching students to read effectively and building reading skills allow students with smaller vocabulary to have equally good comprehension of the reading both receptively and productively. The findings reveal the importance of developing students’ reading skills and vocabulary and should motivate students to seek to understand and manipulate available language rather than just memorize new vocabulary words.
Keywords: vocabulary size, reading proficiency, receptive and productive vocabulary
Cite this article: Vaida Miseviciute, Vita Speckauskiene. RELATIONSHIP BETWEEN READING COMPREHENSION AND VOCABULARY SIZE AMONG ENGLISH MAJORS AT THE UNIVERSITY OF APPLIED SCIENCES OF KAUNAS. Journal of International Scientific Publications: Language, Individual & Society 15, 9-21 (2021). https://www.scientific-publications.net/en/article/1002266/