The results can be summarized as follows. Likewise, the third analysis also involved the first two steps with final step entering morphological knowledge only. Thus, the maximum possible total score for the Receptive 2,000 and 3,000 Word Level Test was 60. Besides collocation knowledge, the importance of morphological knowledge—the ability to obtain information about the meaning and parts of speech of new words from their prefixes, roots, and suffixes—in language learning has also been recognized in the past few decades (e.g., [12, 20, 32]). Thus, depth of vocabulary knowledge added a unique proportion (6%) of explained variance in reading comprehension on top of the 14% variance provided by vocabulary size. A significant but slightly lower correlation coefficient (, ) was obtained between morphological knowledge and reading comprehension in the present study. The final step involved merely entering association. The split-half reliability estimate for scores on the whole test was .76. The test takers were required to rate the extent to which the proposed statement applied to themselves. A longitudinal study by Deacon and Kirby [37] also found that second graders’ performance on morphological knowledge predicted their performance on reading comprehension in fifth grade even after controlling phonological awareness and second grade reading comprehension. As pointed out by Schmitt [52], a vocabulary of as much as 8,000–9,000 word families is what L2 or FL learners need to strive for in order to succeed in comprehending a range of authentic texts without being seriously hindered by unknown vocabulary. Besides pedagogical implications, some implications can also be made for the assessment of vocabulary knowledge. One seemingly plausible explanation for its highest contribution may be due to its importance in every language. In other words, the results indicated that, among the three vocabulary knowledge depth subcomponents, collocation appeared to account for the greatest amount of variance contribution to predicting reading comprehension performance over and above motivation, self-efficacy, and vocabulary size, while morphological knowledge had the least and insignificant amount of variance contribution. As such, teachers should make students aware of the value of collocation in language learning. Instead of using a syntactic strategy, they suggested to use a conceptual strategy, which involves processing content words and utilizing lexical and content knowledge. In fact, the results of the current study made a further contribution by revealing that, after controlling the two affective variables (i.e., motivation and self-efficacy), depth of vocabulary knowledge does not exert that large amount of explained variance over vocabulary size in reading comprehension, as claimed by Qian’s [9] and Qian’s [10] studies. In the present study, the participants’ L1 was Chinese, which differed greatly from English, in terms of derivational features. A total of seven variables were involved in the present study: reading comprehension, vocabulary size, word association knowledge, collocation knowledge, morphological knowledge, motivation, and self-efficacy. The test of morphological knowledge obtained the second highest mean percentage correct score (80%). (2)To what extent does depth of vocabulary knowledge (word association knowledge, collocation knowledge, and morphological knowledge) add to the prediction of reading comprehension scores, over and above the prediction provided by vocabulary size, after motivation and self-efficacy have been accounted for? In view of Meara’s [24] suggestion, Read [23] designed and developed an alternative word association test to measure college students’ word association knowledge. You can download the paper by clicking the button above. The instruction sheet for the test taker specified that there were four correct answers in each item. It raises the concern as to whether the learners can guess successfully when they have partial knowledge of the word or even when they have no knowledge of the word at all. French corporations have the suffix “SA” (“Société Anonyme”). Therefore, for the sake of avoiding possible practice effect, CPET was applied in the present study. Empirical evidence for this position comes from a longitudinal study conducted by Towell et al. The CPET was composed of different target language situations that addressed a range of skills involved in reading comprehension at the intermediate level (e.g., reading for gist and detailed comprehension, scanning for specific information, understanding attitude, and opinion and writer’s purpose, as well as making inference). A plausible reason for the higher contribution in both of Qian’s studies was that he did not control the effects of any affective variables, which might overestimate the prediction of depth of vocabulary knowledge. Likewise, collocation was found to have a medium correlation size (, ) with morphological knowledge. By comparison, the correlation coefficient obtained in the present study was, however, slightly weaker than that found in Qian’s [10] study. One study with such an attempt was done by Qian [9]. 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