Reading attitudes in L1 and L2, and their influence on L2 extensive reading
By J. Yamashita. Reading in a Foreign Language, 2004
223 citations recorded by the source corpus.
The present study examines the relationship between both first language (L1) and second language (L2) reading attitudes, and learners' performance in L2 extensive reading. Four reading attitude variables were identified (Comfort, Anxiety, Value, Self-perception), both in L1 and L2, according to learners' responses to a questionnaire. Results of analyses using these four variables are summarised on two levels. First, the study supports the transfer of the affective domain of reading (attitudes) from L1 to L2. But L2 proficiency does not affect this transfer in the way in which the linguistic threshold hypothesis would predict if this hypothesis were applied to the affective domain. Since this hypothesis explains the transfer of the cognitive domain of reading (i.e., reading abilities and strategies), these findings suggest that cognitive and affective domains of reading relate differently in L1 and L2. Although the transfer of reading attitude is generally supported, there are different degrees of transferability among different attitude variables: what learners think (Value) is more likely to transfer from L1 to L2 than what they feel (Comfort, Anxiety, Self-perception). Second, from a more pedagogical point of view, the positive feeling towards reading, both in L1 and L2, facilitates learners' performance in extensive reading. Merely thinking that reading is beneficial to oneself does not represent a strong enough motivation. The study has thus demonstrated the importance of understanding learners' attitudes (particularly feelings) to reading both in L1 and L2 for encouraging L2 learners' involvement in extensive reading.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/fa8321b0f11135a9a91c8ab52ea6e2d70693ed91
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Citations in the corpus
- A framework for developing EFL reading vocabulary (2005, background): “…that has affective as well as cognitive benefits as it can be highly motivating, especially for learners with positive attitudes toward reading in their L1 (Yamashita, 2004), and can provide learners with the satisfaction of autonomous reading, which may become a habit (Day and B mford, 1998: 30).”
- Effects of extensive reading on reading attitudes in a foreign language (2013, background): “For example, Yamashita (2004) reported that comfort with reading and positive self-perception as a reader in both L1 and L2 correlate with the amount of reading completed by students in an ER program for Japanese learners of English as a foreign language (EFL).”
- Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences (2010, background): “Specifically, Yamashita (2004) in measuring affective reactions as a component of reading attitude among university students, reported the item: “If it is not necessary, I prefer to avoid reading as much as possible” as the strongest contributor (loading = .9) to the affective component of attitude.”
- Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “be an effective means to achieving reading efficacy in these EFL learners, given that strong relationships between extensive reading and reading achievement have been firmly established (see Day & Bamford, 1998, 2002, for a delineation on these issues and rich extensive reading activities; for recen”