Transfer of reading attitude from L۱ to L۲ among Iranian EFL learners with reference to gender and language proficiency

This study aims at investigating the threshold hypothesis in relation to the transfer of reading attitude from L۱ to L۲ among Iranian EFL learners with reference to gender and language proficiency. To this end, ۱۵۰ EFL students (۷۴ males and ۷۶ females) who had received formal instruction in English for two to four years with the mean age of ۱۹ participated in the study. They took part in the Michigan Test of English Language Proficiency and completed two five-point Likert scale questionnaires: (a) L۱ reading attitude questionnaire, as well as its translated version, and (b) L۲ reading attitude questionnaire. Data were analyzed using Independent T-Test, Multiple Regression Analyses, and Two-Way ANOVA. The results showed that reading attitudes do transfer from L۱ to L۲; however, the students' L۱ and L۲ reading attitudes were different. The study also showed that higher L۲ proficiency and gender are not statistically significant to play a role in the transfer of reading attitude from L۱ to L۲. Moreover, the findings indicate that the notion of Linguistic Threshold does not affect the transfer of reading attitude from L۱ to L۲ with reference to gender. The results are interpreted to have implications for syllabus designers and EFL practitioners.

Keywords:

transfer of reading attitude , linguistic threshold hypothesis , Gender , language proficiency