This 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.
This 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.
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