Vocabulary Learning Analysis of Translation Learning, Lexical Knowledge Use, and Proficiency Achievement Prediction

The purpose of the study was three-fold. One was to investigate the question of whether the Iranian EFL learners who receive their lexical instruction mainly through explicit approaches of vocabulary instruction were able to transfer their lexical knowledge acquired as such to L2 contexts of reading comprehension, the second was to examine the relationship between the learners' performance on the vocabulary tests and their performance on the reading comprehension tests in both Grade One and Grade Two, and the third was to investigate the possibility of finding formulas which could predict a learner's score on the ECA test in any of the Grades (One, Two, and Three) of high school from his/her average scores on the vocabulary tests utilized in the routine EFL classes throughout the course in an academic year.