Abstract
Researchers have investigated that different dimensions of word knowledge may play distinct roles in second language reading comprehension. Yet, little research has addressed how learners’ efficiency of accessing those dimensions of knowledge functions in their comprehension. To fill the gap, the present study conceptualized accessibility of word knowledge (the efficiency of activating word knowledge) and examined its role in reading comprehension in relation to availability of word knowledge (having the knowledge itself) in Korean EFL context. A total of 115 11th grade students in a girls’ high-school participated in the study, and their different dimensions of word knowledge and reading comprehension were measured. A series of hierarchical multiple regressions were performed for the analyses. The key findings indicated that accessibility of word knowledge made a unique significant contribution to reading comprehension over and above availability of knowledge and self-reported English proficiency. In addition, participants’ accessibility of knowledge of word meaning relations had stronger predictive power than accessibility of knowledge of word meanings in explaining reading comprehension. Theoretical and pedagogical implications are discussed in relation to the findings.
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