| The Role of L1 Reading Ability (Cognitive Aspect), L2 Proficiency (Linguistic Aspect), L2 Motivation to Read (Positive affective aspect) in L2 Reading Comprehension |
| کد مقاله : 1144-CNF |
| نویسندگان |
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زهرا قاسمی *1، سید حسن طالبی2، مجتبی مقصودی3 1کارشناس ارشد زبان انگلیسی 2دانشکده علوم انسانی دپارتمان زبان و ادبیات انگلیسی دانشگاه مازندران 3گروه زبان انگلیسی- دانشگاه فرهنگیاننهران- ایران |
| چکیده مقاله |
| Reading comprehension models which have been proposed earlier, put the most emphasis on linguistic and cognitive aspects. However, what has been under researched in these studies is the mediating role of motivation as a positive emotional factor in this regard. This study also attempts to find out which independent variable (general proficiency, awareness of reading strategies, and motivation to read) may have the highest contribution to L2 reading comprehension and which one has the lowest contribution. It was also important to find out which component has the most and least contribution to L2 reading comprehension among all components of three contributing variables. This study took place at the University of Mazandaran, located in Babolsar. In this study, the participants were 225 non-English major students who attended General English classes. Their ages ranged from 19 to 26 and they were both males and females. Data obtained from distribution of general proficiency test, reading strategy questionnaire, motivation to read questionnaire, and reading comprehension test in L2 were analysed through Pearson and multivariate regression tests. It was found that motivation as the positive affective factor is the most contributing factor in L2 reading comprehension, followed by L2 proficiency as the linguistic factor, and L1 reading strategy knowledge as the cognitive factor. It was also found that for predicting L2 reading comprehension, intrinsic motivation is the strongest predictor in the positive affective domain, grammar proficiency is the strongest predictor in the linguistic domain of general proficiency in L2, and problem-solving strategies are the strongest predictor in the cognitive domain of L1 reading ability. Finally, this study can have different implications for teachers and material developers. |
| کلیدواژه ها |
| Motivation to read, Proficiency, L1 reading ability, Reading comprehension |
| وضعیت: چکیده برای ارائه پذیرفته شده است |