The Compensatory Nature of Discipline‐Related Knowledge and English‐Language Proficiency in Reading English for Academic Purposes

Abstract

The purpose of this study is twofold: first, to estimate the contribution of discipline-related knowledge and English-language proficiency to reading comprehension in English for academic purposes (EAP) and, second, to specify the levels at which the compensatory effect between the two variables takes place for successful EAP reading. The participants in the study were 380 native Spanish-speaking undergraduates who exhibited a wide range of proficiency in English as a foreign language and knowledge of the topics being tested. Scores for the 3-criterion variables (discipline-related knowledge, English proficiency level, and academic reading) were subjected to 6 multiple regression analyses. The results indicated that English proficiency accounted for a range varying between 58% and 68% of EAP reading, whereas discipline-related knowledge accounted for a range varying between 21% and 31%. The exact levels at which the compensatory effect between the two variables takes place for successful academic reading are provided, and pedagogical implications are suggested.

Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity

“…Research by Chen and Donin (1997) offers additional support for the findings by Usó-Juan (2006) and implies that the higher the levels of background knowledge, the higher the possibility that the compensatory effect of subject-specific information on language skills will occur. Both these studies also indicate that English-language proficiency is a more powerful factor than discipline-related knowledge through citing evidence suggesting that only participants with advanced and intermediate levels of English were able to use subject-specific knowledge for compensation.…”

“…Both these studies also indicate that English-language proficiency is a more powerful factor than discipline-related knowledge through citing evidence suggesting that only participants with advanced and intermediate levels of English were able to use subject-specific knowledge for compensation. Usó-Juan (2006) claims that it is necessary for the participants to reach a specific linguistic threshold level in order to be able to read academic texts and learn the academic content with understanding.…”

“…Teaching science and English language seem to play a major role here as they are the areas of difference between the two education settings, resulting in an expectation that student experience with transition may be raptured (Crafter and Maunder 2012). This becomes particularly important, especially when we know that clear relationships between subject-specific knowledge and L2 proficiency exist and that they have a direct impact on how students acquire knowledge (Chen and Donin 1997;Usó-Juan 2006). Below, we present our theoretical framework, which helped us understand the purposeful change in student behaviour when undergoing transition to university and then we focus on the relationship between subjectspecific knowledge and proficiency in a foreign language.…”

IS THERE ANY INTERACTION BETWEEN BACKGROUND KNOWLEDGE AND LANGUAGE PROFICIENCY THAT AFFECTS TOEFL IBT® READING PERFORMANCE?

“…The question of what role DDS background knowledge plays in academic reading has interested many researchers in reading comprehension and practitioners in the field of language testing (Alderson & Urquhart, 1985a, 1985bBrown, 1984;Chen & Donin, 1997;Clapham, 1996;Erickson & Molloy, 1983;Hale, 1988;Hock, 1990;Park, 2004;Peretz & Shoham, 1990;Salager-Meyeer, 1994;Usó-Juan, 2006). Very often researchers have found the effect of DDS knowledge to be significant, and when such an effect has been identified, it has been found to facilitate reading comprehension (Alderson & Urquhart, 1985b;Chen & Donin, 1997;Clapham, 1996;Hale, 1988;Hock, 1990;Peretz & Shoham, 1990;Salager-Meyeer, 1994;Usó-Juan, 2006).…”

“…Among these variables, language proficiency has been found to be an important factor that interacts with background knowledge in reading comprehension tasks (Chan, 2003;Chen & Donin, 1997;Clapham, 1996;Hammadou, 1991;Hock, 1990;Usó-Juan, 2006).…”