A model of motivation for extensive reading in Japanese as a foreign language

Date
2013-04
Authors
de Burgh-Hirabe, Ryoko
Feryok, Anne
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
25
Number/Issue
1
Starting Page
72
Ending Page
93
Alternative Title
Abstract
Numerous studies have reported that extensive reading (ER) has a positive influence on affect. Recent studies suggest that motivation for ER changes. This is in line with recent developments in second language (L2) motivation research that have highlighted the complex and dynamic nature of L2 motivation. This study presents a model of complex and dynamic motivation for ER. This qualitative study examined 9 Japanese as a foreign language learners’ motivation for ER. The participants were encouraged to read as many Japanese books as possible outside class for 5 to 7 months. Data from interviews and journal entries were analyzed for factors influencing their motivation. The participants’ motivation changed as different factors interacted, leading to different patterns of engagement with ER, which fit within the model. This suggests the value of using a complex and dynamic approach to L2 extensive reading motivation. Implications concern the importance of varied materials and of making ER obligatory.
Description
Keywords
apanese as a foreign language, extensive reading, motivation, self-regulation, high school learners
Citation
Extent
Format
Geographic Location
Time Period
Related To
Rights
Rights Holder
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.