L1 domain-specific knowledge as predictor of reading comprehension in L2 domain-specific texts: The case of ELT student teachers
The present study examined the effect of L1 domain-relevant knowledge on L2 reading comprehension texts among student teachers of ELT (N = 90), drawn from a population of 270 student teachers studying at an undergraduate program in some state universities in Iran. A proficiency test was applied to c...
Main Author: | Ali Darabi Bazvand |
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Format: | Article |
Language: | English |
Published: |
Taylor & Francis Group
2019-01-01
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Series: | Cogent Education |
Subjects: | |
Online Access: | http://dx.doi.org/10.1080/2331186X.2019.1631019 |
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