The research in the present study investigates the contribution of learners' knowledge of linguistic factors, namely, vocabulary and syntax to English as a foreign language reading comprehension.
Four research questions are addressed: a) Is there a correlation between lexical knowledge and reading comprehension of English as a foreign language (EFL)?, b) Does lexical knowledge predict EFL reading comprehension?, c) Is there a correlation between syntactic knowledge and EFL reading comprehension?, and d) Does syntactic knowledge predict EFL reading comprehension?
A total of ninety-four freshman students at the University of Hebron/Palestine participated in the study. The students' lexical and syntactic knowledge were assessed by means of the vocabulary and structure sections of the Test of English as a Foreign Language (TOEFL). Comprehension was assessed through recall protocol of two English authentic texts.
A series of correlations was used to determine the relationships among the variables. Then another series of multiple regression analyses was conducted in order to determine the contributions of the independent variables, namely, lexical and syntactic knowledge, to the dependent variable, namely, reading comprehension of English as a foreign language.
The results showed significant correlations between lexical and syntactic knowledge with reading comprehension. Syntactic knowledge, however, turned out to be a much stronger predictor of reading comprehension than lexical knowledge. When entered into the regression model, syntactic knowledge accounted for 64% of the variance in reading while lexical knowledge accounted for 21% of the total variance.
With regard to the classroom implications, it is suggested that: a) both lexical and syntactic development be adequately emphasized in the classroom, and b) vocabulary and syntax instruction be informed by research and congruent with our current views concerning the nature of language and learning.