Redefining Motivation to Read in a Foreign Language

By S. Mori. Reading in a Foreign Language, 2002

175 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b5e6a692b844c1502f94ea9461a5abff6e977fc6

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In Developmental and Educational Psychology

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Citations in the corpus

Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation (2007, methodology): “In other cases, self-efficacy items were combined with items measuring other constructs (Mori, 2002).”
Japanese high school students’ motivation for extensive L2 reading (2007, background): “This component corresponds to what Mori (2002) called extrinsic utility value (e.g., By learning to read in English, I hope to be able to read English newspapers and magazines).”
Effects of extensive reading on reading attitudes in a foreign language (2013, background): “I would also like to express my gratitude to the anonymous reviewers of Reading in a Foreign Language for their constructive comments.”
A Study on the Intrinsic Motivation Factors in Second Language Learning Among Selected Freshman Students (2010, methodology): “The research employed the use of a questionnaire adapted from Mori (2002); Vandergrift (2005) and Noels, Pelletier, Clement & Vallerand (2000) to examine the perceptions of freshman students regarding the communicative skills that they are more motivated to learn.”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “reading classes at junior and senior high schools” (Mori, 2002).”
INCREASING READING INPUT IN JAPANESE HIGH SCHOOL EFL CLASSROOMS: AN EMPIRICAL STUDY EXPLORING THE EFFICACY OF EXTENSIVE READING (2007, background): “Developments in foreign language reading in the Japanese context have witnessed considerable recent coverage (see Mori, 2002; Taguchi & Gorsuch, 2002; Waring & Takaki, 2003); however, much of this research has been at the university level.”
Reading motivation and reading comprehension in Chinese and English among bilingual students (2011, methodology): “Based on the Motivation for Reading Questionnaire (MRQ) (Baker & Wigfield, 1999), which was originally designed for measuring L1 reading motivation and has subsequently been used for measuring L2 reading motivations (Mori, 2002), as well as a focus group that provided ideas for four new dimensions o”