Attitude Toward Reading: L1 or L2 or Both

Akbari, Hadi; Ghonsooly, Behzad; Ghazanfari, Mohammad; Shahriari, Hamid

doi:10.1177/2158244017717303

Cited by 15 publications

(13 citation statements)

References 34 publications

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“…Similarly, Granena, Munoz, and Tragant (2015) contend that positive attitude toward reading L1 has a positive impact on reading attitude in L2. This is in line with Akbari et al's (2017) study which argues that reading attitude in L1 and L2 among Iranian language learners is strongly correlated (r = 0.7).…”

Section: Introductionsupporting

confidence: 90%

“…These studies indicate that students who read a lot will likely have better achievement compared to those who read less. In terms of academic achievement, Akbari et al (2017) maintain that although L1 and L2 reading attitudes are highly correlated, only L2 reading attitude had significant contribution toward L2 reading achievement, not the L1.…”

Section: Introductionmentioning

confidence: 75%

“…A plethora of research has indicated that reading in L1 and L2 are strongly correlated to each other (Yamashita, 2007;Akbari, Ghonsooly, Ghanzanfari, and Shahriari, 2017;Sparks, Patton, Ganschow, and Humbach, 2012). A number of research had been conducted in different contexts in which English was considered as a foreign language.…”

Section: Introductionmentioning

confidence: 99%

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L1 and L2 Reading Attitudes and Their Contribution Toward Reading Habit

Murtiningsih

2020

IEFLJ

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The aims of the study are threefold. The first is to investigate the reading attitudes toward first language (L1) and second language (L2) in an English as a foreign language (EFL) context. The second aim is to find out the correlation between both variables. The last objective of the study is to find out the contribution of L2 reading attitude toward reading achievement. This study involved two sets of questionnaires adapted from Yamashita (2004) and Mikami (2016) and 177 freshmen, sophomore and junior English language education department students. The data revealed that means of reading attitude toward L1 and L2 are not significantly different with 2.60 and 2.65 respectively, and that reading attitude in L1 is strongly correlated with reading attitude in L2 (r = 0.637). An interesting finding of the present study pointed out that although students have positive attitude in L2, it does not automatically motivate them to spend their time reading. External factors such as teachers and specific reading programs both in L1 and L2 seem to play bigger roles in shaping students� reading attitudes. Pedagogical implications are also discussedKeywords: Reading attitude in L1; reading attitude in L2; reading habit; external factors.

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Section: Introductionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 75%

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L1 and L2 Reading Attitudes and Their Contribution Toward Reading Habit

Murtiningsih

2020

IEFLJ

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“…Furthermore, an experimental study by Ghaith and Amal (2003) conducted with the participation of 56 Lebanese high school English learners showed that the form of cooperative learning called improved the efl reading achievement of the students. Gee (1999, p. 3) points out that "there is a vital relationship between affect and reading".According to Filler (1976, in Akbari1, Ghonsooly, Ghazanfari &Shahriari, 2017) reading attitude is "a system of feelings related to reading which causes the learner to approach or avoid a reading situation" (p. l). According to Smith (1990, p. 215) reading attitude is "a state of mind, accompanied by feelings and emotions, that make reading more or less probable.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

Rajaei¹,

Talebi²,

Abadikhah³

2020

Íkala

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In an efl context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female efl learners at pre intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages. ResumenEn el contexto de enseñanza del inglés como lengua extranjera, la lectura es una habilidad de gran importancia. El presente estudio indaga si la formación en estra-tegias de lectura en dos ambientes diferentes -colaborativo y no colaborativo-afecta la comprensión lectora y cambia la actitud de los estudiantes hacia la lectura. Para descubrirlo, se eligieron cuarenta y cinco mujeres adultas iraníes, estudiantes de inglés como lengua extranjera en un instituto de lenguas en Irán, con un nivel pre-intermedio de suficiencia en la lengua. Estas se dividieron en tres grupos de 15 estudiantes cada uno. El primer grupo, de control, no recibió ninguna instrucción sobre estrategias; el segundo grupo, experimental, recibió capacitación sobre estrategias de lectura en modalidad colaborativa (Lectura Estratégica Colaborativa o csr); y el tercer grupo, también experimental, recibió instrucción en estrategias lectoras en modalidad no colaborativa. A los tres grupos se les administró una prueba de comprensión lectora y un cuestionario de actitud hacia la lectura al inicio (pretest) y al final del experimento (postest). Los resultados obtenidos mediante anova unidireccional indicaron que, aunque ambos grupos experimentales presentaron mejores resultados que el grupo de control, no hubo diferencias importantes entre los dos grupos experimentales en comprensión lectora y en actitud hacia la lectura. En consecuencia, corresponde a los docentes evaluar las ventajas y desventajas del enfoque colaborativo para la enseñanza de la comprensión lectora.Palabras claves: enfoque colaborativo lectura en inglés; enfoque colaborativo; enfoque no colaborativo; actitu...

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“…The ultimate goal of any research into second language is to achieve an understanding of the concept of reading. For all students, foreign language learners in particular, reading has been the main channel for acquiring academic knowledge (Akbari, Ghonsooly, Ghazanfari & Shahriari, 2017). The problems of reading in studying a second language have received a larger attention over time.…”

Section: Literature Reviewmentioning

confidence: 99%

Problems of Reading Comprehension In Learning Chinese As A Second Language Among Undergraduates of Chinese Studies in Nnamdi Azikiwe University, Awka, Nigeria

Eze

Ejiofor

2019

EIRJ

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Several Chinese language teaching and learning centres are being established in Nigeria and around the world. There are Chinese government-funded institutions such as the Confucius Institutes in addition to Chinese language courses being taught through universities, colleges, private institutions as well as individual tutoring services. Learning a second language involves physical, intellectual and emotional commitment in order to successfully understand and interpret linguistic messages. However, certain problems could hinder understanding while learning a second language like Mandarin (Chinese Language). This study investigated the problems of reading comprehension in learning Chinese as a second language in Nigeria among students of Chinese Studies Department in Nnamdi Azikiwe University, Awka. Schemata theory of reading comprehension was employed as the theoretical framework of this research. The study surveyed fifty (50) Chinese Studies students by administering copies of questionnaire on them. Findings of this study revealed that the major problems students face in the study of Chinese language as foreign language are lack of adequate knowledge of Chinese vocabularies, reading stress and anxiety, wrong reading habits and lack of adequate infrastructures for reading. This study suggests that the government, the university authorities and language schools should provide adequate reading facilities to aid proper reading comprehension. Also, the language students should be counselled in order to diagnose their reading problems for appropriate solution.

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Attitude Toward Reading: L1 or L2 or Both

Cited by 15 publications

References 34 publications

L1 and L2 Reading Attitudes and Their Contribution Toward Reading Habit

L1 and L2 Reading Attitudes and Their Contribution Toward Reading Habit

The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

Problems of Reading Comprehension In Learning Chinese As A Second Language Among Undergraduates of Chinese Studies in Nnamdi Azikiwe University, Awka, Nigeria

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