Affective Variables and Japanese L2 Reading AbilityReport as inadecuate

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Reading in a Foreign Language, v18 n1 p55-71 Apr 2006

This study investigates how 17 affective factors are related to Japanese second language (L2) reading comprehension and "kanji" knowledge test scores of 43 university students in advanced Japanese courses. Major findings are that: a) reading comprehension ability and "kanji" knowledge have direct associations with self-perception of Japanese reading ability, perceived difficulty in learning "kanji," and the intensity of motivation for reading Japanese; b) self-perception of Japanese reading ability is correlated more strongly with demonstrated "kanji" knowledge than with reading comprehension ability; c) students who are more determined to learn Japanese in general seem to have higher intrinsic or extrinsic orientation for reading Japanese, but only those with stronger intrinsic orientation for reading Japanese are more likely to work at reading Japanese; and d) intolerance of ambiguity and disengagement from the analytical study of "kanji" may be signs of lack of intrinsic orientation and motivation for reading Japanese. (Contains 5 tables and 4 notes.)

Descriptors: Second Language Learning, Reading Comprehension, Reading Ability, Reading Processes, Japanese, Affective Behavior, College Students, Advanced Courses, Self Concept, Correlation, Student Motivation, Student Attitudes, Learning Strategies, Self Esteem

Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl[at]; Web site:

Author: Kondo-Brown, Kimi


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