English reading and reading motivation of Korean EFL middle school students = EFL 한국 중학교 학생들의 영어 읽기와 읽기 동기

다국어 초록 (Multilingual Abstract)

As English is getting more and more important as a means to international communication, students and parents are showing a special interest in English Language Learning (ELL). In the Korean EFL context which has some limitations to ELL, however, students have not had many opportunities to use English except for the English classroom at public schools or language institutions. Therefore, English reading becomes more important in order to provide students with the environment where they can be more exposed to English. To hold their interests in English reading, students are required to develop their own reading motivation, especially an intrinsic motivation such as goal setting and achievement. Therefore, seven Korean middle school students participated in this research to find out 1) how they perceived English reading, 2) which motivation was required for better English reading, and 3) how English reading motivation could be effectively stimulated. From the data analysis, the findings of this study are as follows. Most of the participants had a difficulty in English reading. Concentrating more on vocabulary and grammar, they spend time more in translating the given texts into Korean than understanding the general meaning which the book intended or its author intended to say. Also, they were forced to read English books for their homework or English exams. In order to concentrate on more reading and to motivate them to read more books, therefore, it is necessary to guide them to select an appropriate book for their own interests. Teachers and parents can play an important role in internally motivating students who have more extrinsic reading motivation. They could also motivate, by exposing an English environment through the Internet, I hope these points will help to improve their English reading motivation.

목차 (Table of Contents)

• CHAPTER 1. INTRODUCTION 1
• 2.1. Motivation 4
• 2.1.1. Motivation in English Language Learning 4
• 2.1.2. Integrative vs. Instrumental Motivation 5
• 2.1.3. Intrinsic vs. Extrinsic Motivation 7
• 2.2. Reading Motivation 10
• 2.2.1. The Concept of Reading Motivation 10
• 2.2.2. Categories and Factors in Reading Motivation 12
• 2.2.3. The Factors Accelerating Reading Motivation 15
• 2.3. Reading and Motivation 17
• 2.3.1. Reading Motivation and Reading Comprehension 17
• 2.3.2. Reading at School and Reading Motivation 19
• 2.3.3. Multimedia Applications for Reading Activities 21
• CHAPTER 3. METHOD 23
• 3.1. Participants 23
• 3.2. Data Collection 27
• 3.2.1. Questionnaire 27
• 3.2.2. Interviews 27
• 3.3. Data Analysis 28
• 3.4. Data Verification 28
• 3.5. Limitations 29
• CHAPTER 4. FINDINGS 30
• 4.1. English Language Learning in EFL 30
• 4.1.1. The Purpose of Reading 30
• 4.1.2. Reading for Exam 31
• 4.1.3. Linguistics in Reading 33
• 4.2. English and Reading 34
• 4.2.1. What is Reading? 34
• 4.2.2. Reading Activities 35
• 4.3. Reading and Motivation 37
• 4.3.1. Intrinsic and Extrinsic Motivation 37
• 4.3.2. The Interests in Reading 38
• 4.3.3. The Role of Teachers and Parents 40
• 4.3.4. Reading through the Internet 42
• CHAPTER 5. DISCUSSION 44
• 5.1. English Reading for Linguistic Improvement 44
• 5.2. Reading Motivation for Better Reading 45
• 5.3. Teachers, Parents and Motivators 47
• CHAPTER 6. CONCLUSION 50
• REFERENCES 52
• 국 문 초 록 61