چكيده لاتين :
The present study examines the possible effect(s) of EFL learnersי
linguistic background on the cognitive/ academic skill of writing with
reference to Threshold Hypothesis. This study is a longitudinal survey of
EFL learners at Urmia University in West Azerbaijan, Iran, during 20022004.
It compares 56 EFL learners of Turkish-Persian linguistic background with their 42 Persian-speaking peers in terms of their performance on the FCE tests of writing proficiency in three phases. The subjects who fell within the age range of 18-24 were kept similar in terms of some social (socio-economic status), psychological (motivation and attitudes), and educational (previous exposure to other languages)
aspects. Analysis of the data subjected to a series of multiple
independent t-tests indicated that there was no significant difference
between Turkish-Persian vs. Persian learners in performing the writing
tests in none of the three phases of investigation, thus supporting the
arguments proposed by the Threshold Hypothesis. In other words, the
findings in this specific context (a diagonal bilingual context) may
provide support for Cumminsיs (1976) proposal that one has to attain a
יminimal threshold of linguistic competenceי in his languages to benefit
from his linguistic background as far as learning additionallanguage/s is
concerned.
