This study investigates the effect of background knowledge in languages for specific
academic purposes (LSAP) tests. Following the observation of previous studies that
the effect of background knowledge varies according to the level of language
proficiency, the study applied the theory of linguistic thresholds to LSAP reading
tests. The research question was whether students would be able to draw on their
background knowledge only at certain levels of second language (L2) proficiency.
International students in Germany took part in a study based on two LSAP reading
tests from different subject areas. The texts were subject specific but did not
assume previous knowledge. Language proficiency was assessed by C-tests; background
knowledge by three different variables. The effect of background knowledge on
reading test performance was strong. Whilst the effect of background knowledge did
vary somewhat according to the level of language proficiency, the findings were
inconclusive in relation to possible thresholds. In the case of the employed LSAP
tests, which were not highly specific, they were fuzzy or non-existent and the
concept seems inappropriate in relation to language tests for academic purposes.
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