Machine summary:
"e. positive transfer: cognates, lexical selection (Jarvis, 2000), negative transfer: lexical errors (Celaya & Torras, 2001; Celaya & Naves, 2009), the rate of acquisition of learners of different L1 backgrounds (Altenberg & Granger, 2002; Kempe & Mac Whinney, 1996), or the linguistic aspect affected by transfer (syntax, morphology, lexis) (Arabski, 2006), we decided to delve into the issue of language transfer from an entirely different perspective and hypoth- esized that, on the whole, it is possible to shift the focus of attention from the transferable items to the extent that it could be facilitated through minimizing at least one of its characteristic constraints; i.
4- To what degree does the interaction effect of psychotypology reduced English teaching and motivation affect adult L2 learners’ reading comprehension develop- ment?
The second through the last study questions addressed the issue of the extent to which the interaction effect of psychotypology reduced English teaching and sub- jects’ gender, attitude, and motivation would impact their L2 reading comprehen- sion development.
The mean read- ing comprehension scores obtained by the experimental male subjects in Turk- ish, Kurdish, and Arabic speaking groups after the treatment were estimated to be 4.
The third study query addressed the extent to which the interaction effect of psychotypology reduced English teaching and attitude would impact adult L2 learners’ English reading comprehension development.
The fourth study query addressed the extent to which the interaction effect of psychotypology reduced English teaching and motivation would impact adult L2 learners’ English reading comprehension development."