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1、TheRelativeContributionofL1ReadingAbilityandL2ProficiencytoL2ReadingAbilityAbstract：ThisstudyaimsatexploringtherelativecontributionofL1readingabilityandL2proficiencytoL2readingabilityintermsofthelinguisticthresholdhypothesis(LTH)andthelinguisticinterdependencehypothesis(LIH).Ita
2、ddressesthefollowingtworesearchquestions:1.WhatistherelativecontributionofL1readingabilityandL2proficiencytoL2readingabilityatthelowL2proficiencylevel?2.WhatistherelativecontributionofL1readingabilityandL2proficiencytoL2readingabilityatthehighL2proficiencylevel?Inthisstudy,L2pro
3、ficiencyisoperationalizedasacomprehensiveEnglishproficiencytestpaper,whichincludeslisteningcomprehension,vocabulary,grammarandwritingtest.AnothertworeadingtestpapersareemployedforthemeasurementofL1readingabilityandL2readingabilityrespectively.EightyEnglishmajors,whoareeitherfres
4、hmenorjuniors,participatedintotheresearchandeachoneofthemcompletedthesethreetests.Then,basedupontheirscoresonL2proficiencytest,thesubjectsaredividedintotwogroups:thelowL2proficiencygroupandhighL2proficiencygroup.MultipleregressionanalysesofthetwovariablespredictingL2readingabili
5、tyindicatethatatthelowL2proficiencylevel,onlyL2proficiencyplaysaroleinL2readingabilityandthatatthehighL2proficiencylevel,bothL1readingabilityandL2proficiencycontributesignificantlytoL2readingability,withL2proficiencyremainingabetterpredictor.TheresultsconfirmLTHandprovidepartial
6、supportforLIH,thussuggestingimportantpedagogicalimplicationsforthesecondlanguageinstruction.Ifthestudents’L2proficiencyisbelowthethresholdlevel,teachersshouldattachmuchimportancetoL2linguisticknowledgeinstruction,otherwise,teachersshouldincludeL1readingstrategiesinstructiontohel
7、ptheirstudentstohaveasmoothtransferofL1readingskillsandstrategiestoL2reading.Inaddition,teachersshouldchooseappropriatereadingmaterialsfortheirstudentsbasedontheirL2proficiencylevels,sothattheycouldnotonlyunderstandthemajorcontentofthereadingpassagesbyemployingL1readingstrategie
8、sandskillsaswellasL2knowledgeinthereadingproces
