A THEORETICAL REVIEW OF VOCABULARY ACQUISITION LEVEL AND ITS INFLUENCE ON STUDENTS READING COMPREHENSION

Abstract

Reading is a creative way to actively and positively acquire information and to develop students' ability to perceive and access information visually through writing. At the same time, vocabulary is a foundation for reading. The relationship between English vocabulary level and reading comprehension ability are studied by different scholars, especially the relationship between these two variables. Supported by different findings, most of these researchers have found that there is a high correlation between English vocabulary level and reading comprehension ability. An indication is that English language learners' reading comprehension is generally influenced by how much vocabulary they know. The implication is that, as vocabulary contributes to students' understanding of what they read, reading must be part of their learning to improve their vocabulary and one of the essential components of language learning that could lead to their overall language proficiency.