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Correlation and Prediction of Syntagmatic and Paradigmatic Relations to Academic Reading Comprehension Among Tertiary Level EFL Learners

Publish Year: 1399
Type: Journal paper
Language: English
View: 116

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Document National Code:

JR_RALS-11-2_005

Index date: 6 May 2024

Correlation and Prediction of Syntagmatic and Paradigmatic Relations to Academic Reading Comprehension Among Tertiary Level EFL Learners abstract

An in-depth investigation of vocabulary depth knowledge by lexical researchers plays an important role in language teaching and learning. However, little is known of empirical research related to the correlation and prediction of syntagmatic and paradigmatic relations, which represent vocabulary depth knowledge to reading comprehension in an EFL context like Bangladesh. Therefore, this study examined the correlation and prediction of syntagmatic and paradigmatic relations to academic reading comprehension, employing standard multiple regression analysis under a quantitative approach amongst 175 Bangladeshi undergraduate EFL students.  The results of this study showed that a significant and strong correlation existed between paradigmatic relations and reading comprehension. In addition, paradigmatic relations made a statistically more significant unique prediction to reading comprehension than syntagmatic relations, and it had a larger effect on reading comprehension than syntagmatic relations. Providing an insight into the research gap, the present study suggests that paradigmatic and syntagmatic relations’ knowledge of vocabulary depth knowledge would have practical use for EFL students, English teachers at the tertiary level, and further implications for lexical researchers.

Correlation and Prediction of Syntagmatic and Paradigmatic Relations to Academic Reading Comprehension Among Tertiary Level EFL Learners Keywords:

Paradigmatic vs. Syntagmatic Relations , Correlation , Prediction , Academic Reading Comprehension

Correlation and Prediction of Syntagmatic and Paradigmatic Relations to Academic Reading Comprehension Among Tertiary Level EFL Learners authors

Md Kamrul Hasan

United International University, Dhaka, Bangladesh

Muhammad Waleed Shehzad

Department of English, Foundation University Islamabad (FUI), Islamabad, Pakistan.