Abstract
The study seeks to investigate the correlation between students' vocabulary knowledge and their speaking ability. It is carried out in Idriss 1st high school in Kenitra, with the participation of 30 first-year baccalaureate students, including males and females. Vocabulary and speaking tests are used as two main instruments to collect data from the participants. Pearson correlation is used in order to determine the relationship between students' scores in vocabulary and their scores in the speaking test. Based on correlation analysis, the research's major findings revealed a significant positive correlation (r=, 744) between the vocabulary test scores of students and their speaking performance in the speaking test.
Highlights
The study seeks to investigate the correlation between students' vocabulary knowledge and their speaking ability
The analysis of the results shows a relationship between vocabulary knowledge and students' speaking ability (r=, 744; p
This means that there is significant evidence to reject the null hypothesis and conclude that there is a positive association between vocabulary knowledge and students' speaking ability
Summary
The study seeks to investigate the correlation between students' vocabulary knowledge and their speaking ability. Without adequate and suitable knowledge of vocabulary, EFL students may not be able to learn a foreign language effectively Most importantly, they may not be able to survive in real communicative situations. They may not be able to survive in real communicative situations This incompetency that EFL learners have regarding the spoken aspects of language can be explained by a lack of exposure to activities requiring the learners to use their speaking abilities. It contributes to building passive learners, whose role is restricted to receiving knowledge, without further engagement in transmitting this receptive knowledge into a declarative one
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