The Role of Vocabulary and Grammar in Second Language Reading Comprehension: A Systematic Literature Review
DOI:
https://doi.org/10.14456/bej.2025.13Keywords:
vocabulary knowledge, grammatical knowledge, systematic review, ESL/EFL, second language reading comprehensionAbstract
Educators and students need a clear understanding of how vocabulary and grammar contribute to second language (L2) reading comprehension. This systematic review examines: (1) the roles of vocabulary and grammar in L2 reading comprehension, (2) the interaction of these linguistic components across different proficiency levels, and (3) which serves as a stronger predictor of reading outcomes. Eight empirical studies published between 2015 and 2025 were analyzed, encompassing diverse ESL and EFL contexts. Findings indicate that vocabulary breadth, depth, and academic/technical knowledge strongly predict comprehension, supporting both word recognition and inference. Grammar knowledge including syntactic awareness, morphological awareness, and sentence processing provides essential scaffolding for interpreting complex structures and maintaining textual cohesion. The interaction of vocabulary and grammar produces superior comprehension outcomes, particularly for intermediate and advanced learners. Proficiency levels shape reliance on these components: beginners depend more on vocabulary, whereas advanced learners leverage grammatical knowledge for deeper interpretation. The study underscores the importance of integrated instruction addressing both vocabulary and grammar and highlights the need for future research on long-term learning trajectories, effective teaching strategies, and individual learner differences.
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