THE RELATIONSHIP BETWEEN KNOWLEDGE OF ENGLISH COLLOCATIONS AND THEIR READING COMPREHENSION ABILITY: THE CASE OF IRAQI EFL LEARNERS

Abstract Collocational knowledge is a crucial component of vocabulary depth that significantly influences second language acquisition, particularly reading comprehension. However, its impact on Iraqi EFL learners remains underexplored. This study investigated this relationship among 150 male and female learners from the Islamic University of Najaf. Participants completed a Collocational Knowledge Test (CKT) and a Reading Comprehension Test (RCT). Analyses revealed a statistically significant positive correlation between the two variables. Linear regression showed collocational knowledge is a significant predictor of reading comprehension, accounting for 46% of the variance in RCT scores. The results suggest that enhancing collocational knowledge improves reading abilities, emphasizing the need for instructors to incorporate focused collocation instruction into curricula.