THE IMPACT OF LIMITED VOCABULARY ON READING COMPREHENSION IN SECOND LANGUAGE LEARNERS

Abstract

 Vocabulary knowledge has long been recognized as a key component of language proficiency. However, its precise role in second language L2 reading comprehension is often underestimated in both research and pedagogy. This article investigates the impact of limited vocabulary on reading comprehension among second language learners. Using a qualitative literature-based methodology, the study synthesizes findings from empirical research on vocabulary size, vocabulary depth, lexical inferencing, and cognitive processing during reading. The results demonstrate that limited vocabulary significantly constrains comprehension accuracy, reading fluency, inferencing ability, and learner motivation. The discussion argues that vocabulary knowledge functions as a threshold variable in L2 reading and that inadequate lexical knowledge creates cascading cognitive difficulties. The article concludes that systematic, explicit vocabulary instruction must be central to L2 reading pedagogy rather than treated as a secondary skill.