Cross-Linguistic Transfer of Reading Ability: Evidence from Gender Roles in L1 (Persian) and L2 (English) Interdependence

Gender has been underresearched in studies on interdependence between L1 and L2. This descriptive-survey study, intended put to the test interdependence between L1 and L2 reading among male and female students. To this purpose, 225 (male N=103 ; female N=122) non-English major students attending general English classes were distributed a reading strategy awareness (RSA) inventory in L1, Nelson test of general English proficiency (GEP) and a reading comprehension (RC) test in L2. Analysis of data showed a moderate correlation among these three variables both in male and female students; however, it was found that female students had higher mean scores on RSA, GEP and RC., reading strategy awareness had more contribution to L2 reading for the female students, and together, the two variables of RSA and GEP had more contribution to L2 reading for the female students. All in all, the study showed different results for interdependence between languages for the two genders as the findings showed stronger interdependence between L1 and L2 in female students rather than male students. As in cross language studies L1 has been shown to affect L2 learning, it is recommended that L2 teachers consider the role of gender in interdependence between L1 and L2.