Redefining Motivation to Read in a Foreign Language

Setsuko Mori

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EFL/ESL Teaching and Learning Literacy and Educational Practices Second Language Acquisition and Learning

Abstract

Contrasted with an abundance of literature on motivation to communicate or interact in a second language, little work can be found on reading motivation in a second/foreign language. Hypothesizing that motivation to communicate may be different from motivation to read, the present study attempts to investigate foreign language reading motivation. The data for this study was obtained from an original questionnaire, which largely drew upon Wigfield and Guthrie's (1995, 1997) theory of reading motivation in L1. The results of a statistical analysis suggest that motivation to read in English may be divided into four sub-components, namely Intrinsic Value of Reading in English, Attainment Value of Reading in English, Extrinsic Utility Value of Reading in English, and Expectancy for Success in Reading in English.

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1985Intrinsic Motivation and Self-Determination in Human Behavior 1985Social Foundations of Thought and Action : A Social Cognitive Theory 1988Intrinsic Motivation and Self-Determination in Human Behavior 1993Perceived Self-Efficacy in Cognitive Development and Functioning 1991Self-Efficacy and Academic Motivation 1983Expectancies, values and academic behaviors 1972Attitudes and Motivation in Second-Language Learning 2013Teaching and Researching: Motivation

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2014A Meta-Analysis of Extensive Reading Research 2010Understanding Advanced Second-Language Reading 2007Japanese high school students’ motivation for extensive L2 reading 2011Reading motivation and reading comprehension in Chinese and English among bilingual students 2014Differences in the motivation of Chinese learners of English in a foreign and second language context 2013An exploration of motivation and self-beliefs of first year students of German

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