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Yapı Bilgisi ve Sözcük Bilgisinin Yabancı Dilde Okuduğunu Anlama Becerisine Katkısı

Yıl 2021, Cilt: 23 Sayı: 1, 97 - 112, 29.03.2021
https://doi.org/10.32709/akusosbil.850830

Öz

Bu çalışmanın amacı İngilizceyi yabancı dil olarak öğrenen 254 yetişkin Türk üniversite öğrencisinin yabancı dilde okuduğunu anlama becerisinde İngilizce yapı bilgisi ve İngilizce sözcük bilgisinin katkısını belirlemektir. İkinci dilde okuduğunu anlama becerisinde sözcük bilgisinin iki boyutunun, sözcük derinliği ve sözcük dağarcığı, rolü de incelenmiştir. Bu çalışmanın veri toplama sürecinde İngilizce yapı bilgisi testi, yabancı dilde okuduğunu anlama testi, İngilizce sözcük düzey testi ve sözcük ilişkilendirme testleri kullanılmıştır. Veri analizinde nicel veri analiz yöntemleri kullanılmış ve veri analizinde korelasyon ve çoklu regresyon analizi gerçekleştirilmiştir. Veri analiz sonuçları, bu çalışmanın bütün değişkenlerinin anlamlı bir biçimde ve pozitif yönde birbiriyle ilişkili olduğunu göstermiştir. Ayrıca tüm bağımsız değişkenler birlikte katılımcıların İngilizce okuduğunu anlama testi puanlarını anlamlı bir biçimde yordamıştır. Bununla birlikte, her bir bağımsız değişken ayrı ayrı incelendiğinde, yapı bilgisinin, yabancı dilde okuduğunu anlama becerisine en çok katkıda bulunan bağımsız değişken olduğu sonucuna varılmıştır. Ayrıca sözcük düzey testi de yabancı dil öğrenenlerin okuduğunu anlama düzeyini önemli ölçüde açıklamıştır. Sözcük derinliğinin ikinci dilde okuduğunu anlamaya özgün katkısının ise çok düşük olduğu ve anlamlı olmadığı sonucuna varılmıştır. Dahası, bağımsız değişkenlerin de birbirleriyle ilişkili olduğu bu çalışmanın bir diğer bulgusudur. Bu çalışmanın bulguları alan yazındaki diğer çalışmaların bulguları ile karşılaştırılmış ve tartışılmıştır. Bu çalışmanın bulgularından hareketle eğitimsel çıkarımlar önerilmiştir.

Kaynakça

  • Anderson, R. C. & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newmark: International Reading Association.
  • Atai, M. R., & Nikuinezhad, F. (2012). Vocabulary breadth, depth, and syntactic knowledge: Which one is a stronger predictor of foreign language reading performance? Iranian Journal of Applied Linguistics (IJAL), 15(1), 1-18.
  • Binder, K. S., Cote, N. G., Lee, C., Bessette, E., & Vu, H. (2017). Beyond breadth: The contributions of vocabulary depth to reading comprehension among skilled readers. Journal of Research in Reading, 40(3), 333-343. doi: https://doi.org/10.1111/1467-9817.12069
  • Bowey, J. A. (1986). Syntactic awareness and verbal performance from preschool to fifth grade. Journal of Psycholinguistic Research, 15(4), 285-308.
  • Brantmeier, C. (2004). Statistical procedures for research on L2 reading comprehension: An examination of ANOVA and regression models. Reading in a Foreign Language, 16(2), 51-69.
  • Brisbois, J. E. (1995). Connections between first- and second-language reading. Journal of Reading Behavior, 27(4), 565-584.
  • Cobb, T. (2002). Web VocabProfile [accessed 7 March 2018 from http://www.lextutor.ca/vp/eng/], an adaptation of Heatley, Nation & Coxhead’s Range.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.
  • Eskey, D. E. (2005). Reading in a second language. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 563- 580). New Jersey: Lawrence Erlbaum.
  • Gascoigne, C. (2005). Toward an understanding of the relationship between reading comprehension and grammatical competence. The Reading Matrix, 5(2), 1-14.
  • Gass, S., & L. Selinker (2008). Second language acquisition. An introductory course. (3rd ed.). New York: Routledge.
  • Givón, T. (1995). Coherence in text vs. coherence in mind. In M. A. Gernsbacher and T. Givón (Eds.), Coherence in spontaneous text (pp. 59–115). Philadelphia/Amsterdam: John Benjamins.
  • Gottardo, A., Mirza, A., Koh, P. W., Ferreira, A., & Javier, C. (2018). Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension. Reading and Writing, 31(8), 1741-1764. https://doi.org/10.1007/s11145-017-9736-2
  • Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
  • Haynes, M., & Carr, T H (1990) Writing system background and second language reading: a component skills analysis of English reading by native speaker- readers of Chinese, in T. H. Carr and B. A. Levy (Eds.) Reading and its development: Component skills approaches (pp. 375–421). San Diego: Academic Press.
  • Horiba, Y. (2012). Word knowledge and its relationship to text comprehension: A comparative study of Chinese and Korean speaking L2 learners and L1 speakers of Japanese. Modern Language Journal, 96(1), 108–121. https://doi.org/10.1111/j.1540-4781.2012.01280.x
  • Jeon, E. H., & Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta-analysis. Language Learning, 64(1), 160–212. https://doi.org/10.1111/lang.12034
  • Jung, J. (2009). Second language reading and the role of grammar. Working Papers in TESOL and Applied Linguistics, 9(2), 29-48. https://doi.org/10.7916/D88915FW
  • Koda, K. (2005). Insight into second language reading. New York: Cambridge University Press.
  • Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. In K. Koda (Ed.), Reading and language learning (pp. 1-44). Special issue of Language Learning Supplement, 57.
  • Koda, K., & Zehler, A. M. (2008). Introduction: Conceptualizing reading universals, cross-linguistic variations, and second language literacy development. In K. Koda & A. M.Zehler (Eds.) Learning to read across languages: Cross-linguistic relationships in first-and second-language literacy development (pp. 1-9). Routledge.
  • Laufer, B. (1992). Reading in a foreign language: How does L2 lexical knowledge interact with the reader's general academic ability. Journal of Research in Reading, 15(2), 95-103.
  • Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners' vocabulary size and reading comprehension. Reading in a foreign language, 22(1), 15-30.
  • Li, M., & Kirby, J. R. (2014). The effects of vocabulary breadth and depth on English reading. Applied Linguistics, 36(5), 611-634. https://doi.org/10.1093/applin/amu007
  • Lopez, A. L. (2008). To what extent does grammar knowledge account for competence in FL reading comprehension in university students? RESLA, 21, 181-200.
  • Maftoon, P., & Tasnimi, M. (2014). Syntactic knowledge, vocabulary breadth, and metacognitive awareness of reading strategies in reading comprehension in self-regulated vs. non-self-regulated readers. English Language Teaching, 1(4), 37-61.
  • Nagy, W. (2005). Why vocabulary instruction needs to be long-term and comprehensive. In Hiebert, E. and Kamil, M. (Eds.). Teaching and Learning Vocabulary: Bringing research to practice (pp. 27-44). Mahwah, NJ: Erlbau.
  • Nassaji, H. (2003). Higher-level and lower level text processing skills in advances ESL reading comprehension. The Modern Language Journal, 87(2), 261-276. https://doi.org /10.1111/1540-4781.00189
  • Nergis, A. (2013). Exploring the factors that affect reading comprehension of EAP learners. Journal of English for Academic Purposes, 12(1), 1-9. https://doi.org/10.1016 /j.jeap.2012.09.001
  • Nurweni, A., & Read, J. (1999). The English vocabulary knowledge of Indonesian university students. English for Specific Purposes, 18(2), 161-175.
  • Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A handbook. Routledge.
  • Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554-566. https://psycnet.apa.org/doi/10.1037/0022-0663.98.3.554
  • Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS. Maidenhead.
  • Paribakht, T. S. (2004). The role of grammar in second language lexical processing. RELC Journal, 35(2), 149–160. https://doi.org/10.1177%2F003368820403500204
  • Qian, D. D. (1998). Depth of vocabulary knowledge: Assessing its role in adults’ reading comprehension in English as a second language [Unpublished Doctoral Dissertation]. University of Toronto, Toronto, Ontario, Canada.
  • Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56(2), 282-308. https://doi.org/10.3138/cmlr.56.2.282
  • Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536. https://doi.org/10.1111/1467-9922.00193
  • Read, J. (1993). The development of a new measure of L2 vocabulary knowledge. Language Testing, 10(3), 355-371. https://doi.org/10.1177%2F026553229301000308
  • Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A. Kunnan (Ed.), Validation in language assessment (pp. 41-60). Mahwah, NJ: Erlbaum.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge, NY: Cambridge University Press.
  • Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951. https://doi.org/10.1111/lang.12077
  • Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88. https://doi.org/10.1177%2F026553220101800103
  • Shiotsu, T. (2010). Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. New York: Cambridge University Press.
  • Shiotsu, T., & Weir, C. J. (2007). The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24(1), 99-128. https://doi.org/10.1177%2F0265532207071513
  • Tannenbaum, K., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10(4), 381-398. https://doi.org/10.1207/s1532799xssr1004_3
  • Ulijn, J. M., & Strother, J. B. (1990). The effect of syntactic simplification on reading EST texts as L1 and L2. Journal of Research in Reading, 13(1), 38-54. https://doi.org /10.1111/j.1467-9817.1990.tb00321.x
  • Urquhart, A. H., & Weir, C. J. (1998). Reading in a second language: Process, product and practice. New York: Longman.
  • Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied psycholinguistics, 22(2), 217-234. https://doi.org/10.1017 /S0142716401002041
  • Yalin, S., & Wei, T. (2011). The relative significance of vocabulary breadth and syntactic knowledge in the prediction of reading comprehension test performance. Chinese Journal of Applied Linguistics, 34(3), 113-126. https://doi.org/10.1515/cjal.2011.028
  • Yano, Y., Long, M. H., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading. Language Learning, 44(2), 189–219. https://doi.org /10.1111/j.1467-1770.1994.tb01100.x
  • Zhang, D. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96(4), 558-575. https://doi.org/10.1111/j.1540-4781.2012.01398.x
  • Zhang, D., & Yang, X. (2016). Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension. Foreign Language Annals, 49(4), 699-715. https://doi.org/10.1111/flan.12225

The Contribution of Syntactic and Lexical Knowledge to Foreign Language Reading Comprehension

Yıl 2021, Cilt: 23 Sayı: 1, 97 - 112, 29.03.2021
https://doi.org/10.32709/akusosbil.850830

Öz

The current study was designed to identify the relative significance of syntactic and lexical knowledge in English as a Foreign Language (EFL) reading comprehension of 254 adult Turkish university students. The role of two dimensions of lexical knowledge, lexical depth and breadth in L2 reading comprehension were also examined in the current study. A Syntactic Knowledge Test (SKT), Reading Comprehension Test (RCT) composed of TOEFL, Vocabulary Levels Test (VLT) and Word Associates Test (WAT) were used in the data collection process. Correlation and multiple regression analyses were utilized to analyze the data. The data analyses showed that all variables of the study positively and significantly correlated with each other. Moreover, all independent variables together significantly predicted RCT scores of the participants. However, when each variable was examined separately, syntactic knowledge was the most contributive variable to L2 reading comprehension. Lexical breadth also significantly explained L2 reading comprehension of EFL learners. The unique contribution of lexical depth to L2 reading comprehension was very low and not significant. Moreover, the independent variables were also correlated with each other. The findings of the current study were compared with the previous findings, discussed and justified in accordance with them. Pedagogical implications were offered.

Kaynakça

  • Anderson, R. C. & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newmark: International Reading Association.
  • Atai, M. R., & Nikuinezhad, F. (2012). Vocabulary breadth, depth, and syntactic knowledge: Which one is a stronger predictor of foreign language reading performance? Iranian Journal of Applied Linguistics (IJAL), 15(1), 1-18.
  • Binder, K. S., Cote, N. G., Lee, C., Bessette, E., & Vu, H. (2017). Beyond breadth: The contributions of vocabulary depth to reading comprehension among skilled readers. Journal of Research in Reading, 40(3), 333-343. doi: https://doi.org/10.1111/1467-9817.12069
  • Bowey, J. A. (1986). Syntactic awareness and verbal performance from preschool to fifth grade. Journal of Psycholinguistic Research, 15(4), 285-308.
  • Brantmeier, C. (2004). Statistical procedures for research on L2 reading comprehension: An examination of ANOVA and regression models. Reading in a Foreign Language, 16(2), 51-69.
  • Brisbois, J. E. (1995). Connections between first- and second-language reading. Journal of Reading Behavior, 27(4), 565-584.
  • Cobb, T. (2002). Web VocabProfile [accessed 7 March 2018 from http://www.lextutor.ca/vp/eng/], an adaptation of Heatley, Nation & Coxhead’s Range.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.
  • Eskey, D. E. (2005). Reading in a second language. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 563- 580). New Jersey: Lawrence Erlbaum.
  • Gascoigne, C. (2005). Toward an understanding of the relationship between reading comprehension and grammatical competence. The Reading Matrix, 5(2), 1-14.
  • Gass, S., & L. Selinker (2008). Second language acquisition. An introductory course. (3rd ed.). New York: Routledge.
  • Givón, T. (1995). Coherence in text vs. coherence in mind. In M. A. Gernsbacher and T. Givón (Eds.), Coherence in spontaneous text (pp. 59–115). Philadelphia/Amsterdam: John Benjamins.
  • Gottardo, A., Mirza, A., Koh, P. W., Ferreira, A., & Javier, C. (2018). Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension. Reading and Writing, 31(8), 1741-1764. https://doi.org/10.1007/s11145-017-9736-2
  • Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
  • Haynes, M., & Carr, T H (1990) Writing system background and second language reading: a component skills analysis of English reading by native speaker- readers of Chinese, in T. H. Carr and B. A. Levy (Eds.) Reading and its development: Component skills approaches (pp. 375–421). San Diego: Academic Press.
  • Horiba, Y. (2012). Word knowledge and its relationship to text comprehension: A comparative study of Chinese and Korean speaking L2 learners and L1 speakers of Japanese. Modern Language Journal, 96(1), 108–121. https://doi.org/10.1111/j.1540-4781.2012.01280.x
  • Jeon, E. H., & Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta-analysis. Language Learning, 64(1), 160–212. https://doi.org/10.1111/lang.12034
  • Jung, J. (2009). Second language reading and the role of grammar. Working Papers in TESOL and Applied Linguistics, 9(2), 29-48. https://doi.org/10.7916/D88915FW
  • Koda, K. (2005). Insight into second language reading. New York: Cambridge University Press.
  • Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. In K. Koda (Ed.), Reading and language learning (pp. 1-44). Special issue of Language Learning Supplement, 57.
  • Koda, K., & Zehler, A. M. (2008). Introduction: Conceptualizing reading universals, cross-linguistic variations, and second language literacy development. In K. Koda & A. M.Zehler (Eds.) Learning to read across languages: Cross-linguistic relationships in first-and second-language literacy development (pp. 1-9). Routledge.
  • Laufer, B. (1992). Reading in a foreign language: How does L2 lexical knowledge interact with the reader's general academic ability. Journal of Research in Reading, 15(2), 95-103.
  • Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners' vocabulary size and reading comprehension. Reading in a foreign language, 22(1), 15-30.
  • Li, M., & Kirby, J. R. (2014). The effects of vocabulary breadth and depth on English reading. Applied Linguistics, 36(5), 611-634. https://doi.org/10.1093/applin/amu007
  • Lopez, A. L. (2008). To what extent does grammar knowledge account for competence in FL reading comprehension in university students? RESLA, 21, 181-200.
  • Maftoon, P., & Tasnimi, M. (2014). Syntactic knowledge, vocabulary breadth, and metacognitive awareness of reading strategies in reading comprehension in self-regulated vs. non-self-regulated readers. English Language Teaching, 1(4), 37-61.
  • Nagy, W. (2005). Why vocabulary instruction needs to be long-term and comprehensive. In Hiebert, E. and Kamil, M. (Eds.). Teaching and Learning Vocabulary: Bringing research to practice (pp. 27-44). Mahwah, NJ: Erlbau.
  • Nassaji, H. (2003). Higher-level and lower level text processing skills in advances ESL reading comprehension. The Modern Language Journal, 87(2), 261-276. https://doi.org /10.1111/1540-4781.00189
  • Nergis, A. (2013). Exploring the factors that affect reading comprehension of EAP learners. Journal of English for Academic Purposes, 12(1), 1-9. https://doi.org/10.1016 /j.jeap.2012.09.001
  • Nurweni, A., & Read, J. (1999). The English vocabulary knowledge of Indonesian university students. English for Specific Purposes, 18(2), 161-175.
  • Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A handbook. Routledge.
  • Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554-566. https://psycnet.apa.org/doi/10.1037/0022-0663.98.3.554
  • Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS. Maidenhead.
  • Paribakht, T. S. (2004). The role of grammar in second language lexical processing. RELC Journal, 35(2), 149–160. https://doi.org/10.1177%2F003368820403500204
  • Qian, D. D. (1998). Depth of vocabulary knowledge: Assessing its role in adults’ reading comprehension in English as a second language [Unpublished Doctoral Dissertation]. University of Toronto, Toronto, Ontario, Canada.
  • Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56(2), 282-308. https://doi.org/10.3138/cmlr.56.2.282
  • Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536. https://doi.org/10.1111/1467-9922.00193
  • Read, J. (1993). The development of a new measure of L2 vocabulary knowledge. Language Testing, 10(3), 355-371. https://doi.org/10.1177%2F026553229301000308
  • Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A. Kunnan (Ed.), Validation in language assessment (pp. 41-60). Mahwah, NJ: Erlbaum.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge, NY: Cambridge University Press.
  • Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951. https://doi.org/10.1111/lang.12077
  • Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88. https://doi.org/10.1177%2F026553220101800103
  • Shiotsu, T. (2010). Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. New York: Cambridge University Press.
  • Shiotsu, T., & Weir, C. J. (2007). The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24(1), 99-128. https://doi.org/10.1177%2F0265532207071513
  • Tannenbaum, K., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10(4), 381-398. https://doi.org/10.1207/s1532799xssr1004_3
  • Ulijn, J. M., & Strother, J. B. (1990). The effect of syntactic simplification on reading EST texts as L1 and L2. Journal of Research in Reading, 13(1), 38-54. https://doi.org /10.1111/j.1467-9817.1990.tb00321.x
  • Urquhart, A. H., & Weir, C. J. (1998). Reading in a second language: Process, product and practice. New York: Longman.
  • Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied psycholinguistics, 22(2), 217-234. https://doi.org/10.1017 /S0142716401002041
  • Yalin, S., & Wei, T. (2011). The relative significance of vocabulary breadth and syntactic knowledge in the prediction of reading comprehension test performance. Chinese Journal of Applied Linguistics, 34(3), 113-126. https://doi.org/10.1515/cjal.2011.028
  • Yano, Y., Long, M. H., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading. Language Learning, 44(2), 189–219. https://doi.org /10.1111/j.1467-1770.1994.tb01100.x
  • Zhang, D. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96(4), 558-575. https://doi.org/10.1111/j.1540-4781.2012.01398.x
  • Zhang, D., & Yang, X. (2016). Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension. Foreign Language Annals, 49(4), 699-715. https://doi.org/10.1111/flan.12225
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Dil ve Edebiyat
Yazarlar

Samet Taşçı 0000-0003-3925-3825

Ümit Deniz Turan 0000-0002-7163-2377

Yayımlanma Tarihi 29 Mart 2021
Gönderilme Tarihi 30 Aralık 2020
Yayımlandığı Sayı Yıl 2021 Cilt: 23 Sayı: 1

Kaynak Göster

APA Taşçı, S., & Turan, Ü. D. (2021). The Contribution of Syntactic and Lexical Knowledge to Foreign Language Reading Comprehension. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 23(1), 97-112. https://doi.org/10.32709/akusosbil.850830