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process or strategies of L2 learners and just a few of them are about theposition and significance of vocabulary knowledge in second language acquisition.Even in such researches，most of the attention has been paid to vocabulary breadthwhile the depth of vocabulary knowledge has been neglected. In other words,researchers have long focused on study of vocabulary quantity or vocabulary size，butthe empirical study of depth of vocabulary knowledge has only occurred in recentyears.
Reading，an important way to acquire knowledge, to understand new things, todevelop intelligence and emotion, is an ability to understand and absorb the writteninformation. And reading ability is the most important one of the four basic Englishabilities. The improvement of reading ability plays an important role in the process ofimproving the comprehensive language ability. As a receptive ability, reading is anecessary way of establishing a solid language foundation and is an effective way ofimproving speaking and writing skills. Since reading is so important, the improvementof reading ability has become the emphasis of English teaching and learning. There isa phenomenon existed in L2 teaching, only learners possess abundant vocabularyknowledge can they read widely, and extensive reading can be helpful to enlargelearners' vocabulary size. Vocabulary knowledge is not only the reason but also theresult of successful and effective reading. The first problem students come across inthe process of English reading comprehension is vocabulary. Therefore, vocabularyknowledge is instrumental in reading comprehension. However, L2 research on therelationship between vocabulary knowledge and reading comprehension has justbegun to gain attention in recent years. Within this area，most of the researchesfocused on how second language learners obtain the vocabulary knowledge during theprocess of reading，but few researches aimed to find out the effects of vocabularyknowledge on reading comprehension.

Chapter Two Literature Review

This chapter consists of three sections. Section one introduces the definitions ofrelated terms in this thesis，including vocabulary knowledge, breadth of vocabularyknowledge and depth of vocabulary knowledge. Section two is an introduction of themethods to measure vocabulary knowledge (breadth and depth of vocabularyknowledge) and reading comprehension. Section three presents the previous studieson the relationship between vocabulary knowledge (breadth and depth of vocabularyknowledge) and reading comprehension.In order to explore the relationship between breadth and depth of vocabularyknowledge and reading comprehension, it is important to first explore how to definethe important terms in this thesis. Therefore, the related terms appearing in the thesiswill be defined and illustrated in this section.

2.1 Vocabulary Knowledge
Different viewpoints in defining word have been proposed by researchers; butthere is almost no disagreement on the definition of vocabulary. “Vocabulary，alsonamed lexicon, refers to the total set of all the words in a language at a particulartemporal point” (Bussmani>, 2000). The researchers and theorists studying vocabularyknowledge have raised different but complementary vocabulary knowledgeframeworks.

Chapter Three Research Methodology........... 41-49
    3.1 Research Questions.......... 41-42
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