ABSTRACT Purpose: This study attempts to find out if reading strategy awareness in L1 (Persian) contributes to the use of these strategies and reading performance in L2 (English), both in EGP (English for general purposes) and ESP (English for specific purposes) reading tasks. Method: 39 Iranian university students were divided into two groups of high and low degree of strategy awareness in L1, and then given reading comprehension tests as well as a reading strategy use questionnaire in EGP and ESP. Results: Analysis of data showed: a) those who reported more awareness of strategies in L1 used more strategies in EGP and ESP reading tasks; b) high or low level of strategy awareness in L1 did not result in significant differences in ESP and EGP reading comprehension performance. c) high level awareness of reading strategies in L1 made learners have a better attitude toward reading in EGP and ESP reading tasks. Conclusion: It is concluded that L1 teachers should take reading strategy instruction in L1 serious as it will affect the process of reading in L2 and give the students a better attitude toward reading in L2. Moreover, ELT practitioners should introduce more texts in L2, so students use these strategies effectively while reading in L2.
