The research questions that guided this study were: 1) What is the vocabulary size of second year diploma students studying Mass Communication? 2) What is the reading comprehension proficiency of second year diploma students studying Mass Communication? and 3) What vocabulary size is required for different levels of reading comprehension proficiency? This study used the quantitative approach. This study investigated the relationship between vocabulary size and reading comprehension performance among students in a tertiary institution in a Malaysian context and examined the vocabulary size required for students to achieve reading comprehension at various levels of proficiency. The results were discussed, and implications for teaching reading comprehension to enhance translation performance were presented. Along the reading comprehension question types, translation performance was affected by the ability to determine gist and main ideas of the text, identify the vocabulary, infer the implied meanings and identify the writer's style and attitudes. It was found that the Reading comprehension was closely related to translation performance. The coefficient correlation of students' reading comprehension and their translation performance was noted 0.721 at the significant level of 0.01. Data were analyzed using the Pearson Correlation, SPSS version 20.0.
To this end, 45 junior students of English linguistics specialization of Hung Vuong University, including 5 males and 40 females, aged from 20 to 22, were subject to a TOEFL reading comprehension test and a translation performance test (ATA guidelines, 2011). The study aimed to correlate the reading comprehension and translation performance of English linguistic students, then inform some pedagogical implications for the teaching of reading comprehension in translation classes in order to enhance the translation quality performed by the students.
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