Affective variables and Japanese L2 reading ability

Abstract

This study investigates how 17 affective factors are related to Japanese second language (L2) reading comprehension and kanji knowledge test scores of 43 university students in advanced Japanese courses. Major findings are that: a) reading comprehension ability and kanji knowledge have direct associations with self-perception of Japanese reading ability, perceived difficulty in learning kanji, and the intensity of motivation for reading Japanese; b) self-perception of Japanese reading ability is correlated more strongly with demonstrated kanji knowledge than with reading comprehension ability; c) students who are more determined to learn Japanese in general seem to have higher intrinsic or extrinsic orientation for reading Japanese, but only those with stronger intrinsic orientation for reading Japanese are more likely to work at reading Japanese; and d) intolerance of ambiguity and disengagement from the analytical study of kanji may be signs of lack of intrinsic orientation and motivation for reading Japanese.