Dr. Seyed Hassan Talebi & Dr. Mojtaba Maghsoudi,
University of Mazandaran & Farhangian University, Iran
This study attempts to find out if level of motivation to Read in English would affect strategy use and ability in EGP and ESP reading differently. For this purpose, forty university students majoring in basic science stook a motivation to read questionnaire and were divided into two groups of high and low according to their obtained mean score. Then, the two groups were given two reading comprehension tests, one in EGP and another in ESP as well as a strategy questionnaire to be answered following the EGP and ESP reading tests. Analysis of data showed level of motivation to read did not affect strategy use in EGP and ESP reading tasks, differently. However, it was shown that motivation to read affected only the EGP reading ability differently, and no significant difference was observed between the two groups in ESP reading ability. It seems though motivation to read as an affective factors is important to be boosted in EGP reading tasks, specific knowledge in a given discipline at an academic setting makes up for low motivation to read effect.
The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.