Abstract:
In a study of the effects of text familiarity, task type, and language
proficiency on university students’ LSP test and task performances, 541
senior and junior university students majoring in electronics took the TBRT
(Task-Based Reading Test). Variance analyses indicated that text familiarity,
task type, and language proficiency, as well as the interaction between any
given pair of these and among all of them resulted in significant differences
in subjects’ overall and differential test and task performances. In addition,
regression analyses revealed that the greatest influence on subjects’ overall
and differential test and task performance was due to language proficiency.
The implications of the study are discussed,
Machine summary:
1 Text Familiarity, Reading Tasks, and ESP Test Performance: a Study on Iranian LEP and Non-LEP University Students Parviz Birjandi Allame-Tabatabaii University Seyyed Mohammad Alavi Muhammad All Salmani-Nodoushan University of Tehran In a study of the effects of text familiarity, task type, and language proficiency on university students' LSP test and task performances, 541 senior and junior university students majoring in electronics took the TBRT (Task-Based Reading Test), Variance analyses indicated that text familiarity, task type, and language proficiency, as well as the interaction between any given pair of these and among all of them resulted in significant differences in subjects' overall and differential test and task performances.
SP reading test and task performance, and (d) to determine which factor (text familiarity, task type, language proficiency) was responsible for a greater portion of students' score variance.
It was found that subjects' test performance across different levels of text familiarity was not only under the influence of the main effects of language proficiency and task type, but also under the influence of the interaction effect of these two variables (See table 5 in the Appendix).
A study of the five different tasks in question in our investigation revealed the significant impact of text familiarity and language proficiency on subjects' performance of each task.
The relative impacts of text familiarity, task type, and language proficiency on subjects' task performance were also studied.
The relative impacts of text familiarity and language proficiency on subjects' performance of each task were also studied.