Abstract
Fifty-five Iranians studying in various fields at the University of New Mexico were tested for proficiency in English. In general their scores fell between levels achieved by fourth and seventh grade native speakers. Subjects also completed a questionnaire designed to elicit data on factors believed important to the acquisition of proficiency in English. Association with American friends and the amount of time spent in the United States emerged as the most important variables. The number of years spent in studying English in Iran (in formal classroom settings) proved to be a negligible factor.
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