The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context

Abstract

This study examines the contribution of L2 proficiency and L1 reading ability to L2 reading ability in terms of the threshold hypothesis of language proficiency. Two hypotheses were tested: (a) The contribution of L2 proficiency is greater than the contribution of L1 reading ability in predicting L2 reading ability, and (b) a threshold level of language proficiency exists such that learners with low levels of L2 proficiency will show little relationship between their L1 and L2 reading ability whereas learners with higher levels of L2 proficiency will show a positive relationship between their L1 and L2 reading performance. The participants were 809 Korean 3rd-year middle school and 1st-year high school students who exhibited a wide range of ability in reading both Korean and English and in their English proficiency. Scores from the three measures were subjected to descriptive, inferential, and correlational analyses. The results provided support for both hypotheses. Learners need to establish some knowledge of an L2 per se before they can successfully draw on their L1 reading ability to help with reading in the L2.