Motivating to read and reading to motivate in the second language classroom

Abstract

This Master’s report explores the literature related to learners’ motivation to read in a second language (L2). First providing some background on second language learning motivation as a general construct, the paper then reviews several studies specific to L2 reading motivation. Findings in the current research indicate that L2 reading motivation may coincide with subcomponents, such as intrinsic value, of larger constructs of motivation (Mori, 2002). Some studies explore what factors influence L2 reading motivation, while others look at what factors are influenced by it. With indications from the literature pointing toward types of reading materials as a possible predictor of motivation and extensive reading as a possible predictor of L2 reading attitudes, a curriculum is proposed for supporting motivation in the L2 reading classroom. Suggestions for extending classroom implications beyond the given context are also presented.