English Majors Perception of Reading Motivation and Its Relation with Reading Proficiency
While researchers of reading have often suggested that learners L1 reading motivation would likely affect students reading activity, reading behaviors, and reading goals (陳雁齡, 2002) , the focus of L2 reading motivation especially for the effect of reading proficiency is scant. The purpose of current study is to further investigate how English majors of high and low proficiency levels differ in reading motivation. A total of 235 college EFL English majors were involved in the study. For quantitative analysis, a revised questionnaire on adult reading motivation and an in-house reading comprehension test of relatively high validity were implemented. Qualitatively, 4 students were interviewed (2 from top 25％, 2 form bottom 25％ on reading comprehension test) for further understanding of their reading motivation. Results of the analyses indicated that (1) only the motivation of individual growth is significantly related to reading proficiency (r = . 15, p < .05), (2) students of high proficiency level are more intrinsically motivated; while lower proficiency students are more extrinsically motivated, (3) students of high reading proficiency tended to have more willingness to persuade themselves to maintain reading motivation to the end. Pedagogically, it is suggested that to emphasize individual growth and intrinsic motivation may enhance reading proficiency.
Wei-Shan Yang Yih-Lan Chen
Department of Applied English,Ming Chuan University
国际会议
2009 International Conference on Applied Linguistics & Language Teaching(2009应用语言学暨语言教学国际研讨会)
台湾
英文
236-246
2009-04-01（万方平台首次上网日期，不代表论文的发表时间）