The Effectiveness of Psychotypology-reduced L2 Teaching on Three Linguistically different Groups of Iranian Undergraduate EFL Learners’ Reading Comprehension Skill

Abstract

Three decades have passed since Kellerman (1978) introduced the concept of “psychotypology” within the realm of psycholinguistic studies. He defines it as “the proximity between the L1 and the L2 sensed by the L2 learners” exerting a limiting role on the extent to which the L2 learners would be able to make the best advantage of their language transfer potentials. However, psychotypological studies have not been paid the due attention they merit. The present article attempted to shed more light on the concept of psychotypology and the effect of psychotypoloy-reduced English teaching on reading comprehension of linguistically distinct adult L2 learners. Furthermore, a further attempt was made to delve into surveying the interactional effect of subjects’ motivational and attitudinal profiles on their psychotypology-reduced reading comprehension. The final results supported the main effect of psychotypology-reduced L2 teaching; however, the interactional effects did not meet the significance level.