What's Happening in an ESL Student's EAP Reading after Passing the Threshold?
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Abstract
The purpose of this study was to explore the applicability of the threshold hypothesis to a proficient ESL learner, who had passed the threshold in L2 proficiency. By using qualitative methods such as interviews, think-aloud and recall protocols, the ten-week long case study examined the nature of her difficulty in EAP reading, transfer of L1 reading ability to L2 reading, and the use of reading strategy. The findings revealed that the proficient learner still experienced difficulty in her L2 reading mainly due to the lack of background knowledge and unfamiliar words. One of the most interesting findings is that the participant used her L2 reading skills in L1 reading to compensate for her difficulty with L1 texts. In doing so, unlike the assumption of the threshold hypothesis, she showed greater transfer of L2 reading to L1 reading. The reverse transfer seemed to result from her L1 attrition from extensive exposure to L2 academic texts as well as insufficient training in L1 academic literacy. This paper suggests that L1 loss factor be taken into account in the study of the threshold hypothesis (particularly for proficient learners in a second language learning environment), and that academic literacy be viewed as a set of disciplinary practice that requires special training in a given context.
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