The Role of Lexical Errors in L2 Reading Proficiency of Young EFL Learners from a Longitudinal Perspective

Abstract

The present paper explores the relationship between reading and lexical errors in writing in young Spanish learners of EFL. Research acknowledges the relation reading-vocabulary knowledge, but we have no notice of studies dealing with L2 reading comprehension and lexical errors. Learners had to complete a reading comprehension test and write a timed composition. Data were collected in two times when learners attended 4th and 6th grade of primary school, respectively. Results revealed that there is no significant correlation between lexical errors and reading comprehension for our learners in either moment of data collection, although lexical errors decrease with time and reading proficiency increases. A possible interpretation of this finding may be that lexical errors are not reflecting lack of lexical knowledge accurately.