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

dc.contributor.author de Burgh-Hirabe, Ryoko
dc.contributor.author Feryok, Anne
dc.date.accessioned 2020-05-22T02:16:16Z
dc.date.available 2020-05-22T02:16:16Z
dc.date.issued 2013-04
dc.description.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.
dc.identifier.doi 10125/66678
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66678
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject apanese as a foreign language
dc.subject extensive reading
dc.subject motivation
dc.subject self-regulation
dc.subject high school learners
dc.title A model of motivation for extensive reading in Japanese as a foreign language
dc.type Article
dc.type.dcmi Text
local.rfl.topic Extensive Reading
prism.endingpage 93
prism.number 1
prism.startingpage 72
prism.volume 25
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