This paper explored the relative roles of grammar and vocabulary in different L2 reading tasks, i.e., scanning and receptive reading. The participants involved 14 advanced and 14 intermediate adult ESL learners with diverse L1 backgrounds, enrolling at a university-affiliated language institute. For the scanning task, the participants were asked to read two English articles and highlight each occurrence of a key word given at the outset for each article. For the receptive reading task, the participants read another two articles for comprehending and remembering the content and to answer 7 multiple-choice comprehension questions for each article. Additionally, the participants completed a 35-item multiple-choice grammar test and a 20-item multiple-choice vocabulary test. The results of a multiple regression analysis revealed that relative importance of vocabulary and grammar varied depending on the types L2 reading task.

Ⅰ. INTROUDUCTION
    Ⅱ. THEORETICAL BACKGROUND
    Ⅲ. METHOD
    Ⅳ. RESULTS
    Ⅴ. DISCUSSION
    Ⅵ. CONCLUSION
    REFERENCES

• JooKyoung Jung(Teachers College, Columbia University)