Skip to main content
SpringerLink
Log in

On Texts Interesting to Read in Foreign Language Teaching

  • Chapter
  • First Online:
Working with Text and Around Text in Foreign Language Environments

Part of the book series: Second Language Learning and Teaching ((SLLT))

  • 607 Accesses

Abstract

This chapter sets out to argue for the significance of ‘interest’ as a critical factor in reading and learning in L2/FL contexts. It is claimed that despite the fact that EFL specialists so frequently articulate the need for providing ‘interesting texts’ to work on and recommend that learners’ interests should be taken into consideration, too often is the concept of interest used indiscriminately with reference to texts or readers, and no adequate theoretical rationale for understanding its role in reading has been offered. Bernhardt’s (2005, 2010) recent compensatory model of L2 reading posits that whereas 50 % variance in readers’ performance is explained by L1 literacy and L2 language knowledge, the remaining, unexplained variance comprises other factors, including interest. Such factors as genre/text features, background/domain knowledge, strategies, engagement, motivation, etc., which are closely related to interest, need to be covered in a comprehensive interpretation of L2/FL text processing. This chapter will provide an overview of significant insights into the nature of interest as a factor in text-processing obtained in theory and research concerning different educational areas mainly in L1 contexts which seem to be relevant for exploring the complexity of the construct of interest and its impact on L2/FL reading comprehension and learning processes. Among others, the chapter will focus on the theoretical grounds for conceptualizing the contribution of situational interest in reading L2 texts developed by Brantmeier (2006). Finally, the major implications of the theoretical and empirical findings for a better handling of interest-related issues in EFL reading instruction will be discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561.

    Article  Google Scholar 

  • Alexander, P. A., & Jetton, T. L. (1996). The role of importance and interest in the processing of text. Educational Psychology Review, 8(1), 89–121.

    Article  Google Scholar 

  • Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research (pp. 285–310). Mahwah, NJ: Lawrence Earlbaum.

    Google Scholar 

  • Alexander, P. A., & The Disciplined Reading and Learning Research Laboratory. (2012). Reading into the future: Competence for the 21st century. Educational Psychologist, 47(4), 259–280.

    Article  Google Scholar 

  • Anderman, E. M., & Wolters, C. A. (2006). Goals, values, and affect: Influences on student motivation. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 369–389). New York: Routledge.

    Google Scholar 

  • Armbruster, B. B., & Anderson, T. H. (1985). Producing ‘considerate’ expository text: Or easy reading is damned hard writing. Journal of Curriculum Studies, 17(3), 247–274.

    Article  Google Scholar 

  • Beck, I. L., McKeown, M. G., & Worthy, J. (1995). Giving a text voice can improve students’ understanding. Reading Research Quarterly, 30(2), 220–238.

    Article  Google Scholar 

  • Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York: McGraw-Hill.

    Book  Google Scholar 

  • Bernhardt, E. B. (2003). Challenges to reading research from a multilingual world. Reading Research Quarterly, 38(1), 112–117.

    Google Scholar 

  • Bernhardt, E. B. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133–150.

    Article  Google Scholar 

  • Bernhardt, E. B. (2010). Understanding advanced second-language reading. New York: Routledge.

    Google Scholar 

  • Boscolo, P., & Mason, L. (2003). Topic knowledge, text coherence, and interest: How they interact in learning from instructional texts. The Journal of Experimental Education, 71(2), 126–148.

    Article  Google Scholar 

  • Brantmeier, C. (2006). Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language, 18(2), 89–115.

    Google Scholar 

  • Carr, M., Mizelle, N. B., & Charak, D. (1998). Motivation to read and learn from text. In C. R. Hynd (Ed.), Learning from text across conceptual domains (pp. 45–70). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Carrell, P. L., & Wise, T. E. (1998). The relationship between prior knowledge and topic interest in second language reading. Studies in Second Language Acquisition, 20(3), 285–309.

    Article  Google Scholar 

  • Chodkiewicz, H. (2014). Explaining the concept of ‘reading to learn’: A way forward in exploring the issues of L2/FL reading competence. In H. Chodkiewicz & M. Trepczyńska (Eds.), Language skills: Traditions, transitions and ways forward (pp. 238–255). Newcastle: Cambridge Scholars Publishing.

    Google Scholar 

  • Connelly, D. A. (2011). Applying Silvia’s model of interest to academic text: Is there a third appraisal? Learning and Individual Differences, 21(5), 624–628.

    Article  Google Scholar 

  • Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychological Review, 26, 127–164.

    Article  Google Scholar 

  • Dakowska, M. (2005). Teaching English as a foreign language. A guide for professionals. Warszawa: PWN.

    Google Scholar 

  • Day, R. R. (1994). Selecting a passage for the EFL reading class. English Teaching Forum, 32, 20–27.

    Google Scholar 

  • Day, R. R., & Bramford, J. (1998). Extensive reading in the second language classroom. Cambridge: CUP.

    Google Scholar 

  • Garner, R., Brown, R., Sanders, S., & Menke, D. J. (1992). “Seductive details” and learning from text. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 239–254). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of ‘seductive details’ on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6(1), 41–57.

    Article  Google Scholar 

  • Goldman, S. R., & Rakestraw J. A., Jr. (2000). Structural aspects of constructing meaning from text. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research (pp. 311–335). Mahwah, NJ: Lawrence Earlbaum.

    Google Scholar 

  • Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge: CUP.

    Google Scholar 

  • Graesser, A. C., Mills, K. K., & Zwaan, R. A. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163–189.

    Article  Google Scholar 

  • Harmer, J. (2012). Teacher knowledge. Core concepts in English language teaching. Harlow: Pearson.

    Google Scholar 

  • Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional and cognitive interest. Journal of Educational Psychology, 89(1), 92–102.

    Article  Google Scholar 

  • Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414–434.

    Article  Google Scholar 

  • Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

    Google Scholar 

  • Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549–571.

    Article  Google Scholar 

  • Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13(3), 191–209.

    Article  Google Scholar 

  • Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading expository writing. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 215–238). Hillsdale, NJ: Lawrence Earlbaum.

    Google Scholar 

  • Hidi, S., & Baird, W. (1986). Interestingness: A neglected variable in discourse processing. Cognitive Science, 10, 179–194.

    Google Scholar 

  • Kintsch, W. (1980). Learning from text, levels of comprehension, or: Why anyone would read a story anyway. Poetics, 9, 87–98.

    Article  Google Scholar 

  • Kintsch, W. (1998). Comprehension. New York: Cambridge University Press.

    Google Scholar 

  • Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension. The CI perspective. Discourse Processes, 39(2), 125–128.

    Article  Google Scholar 

  • Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50.

    Article  Google Scholar 

  • Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3–25). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Lazarus, R. S. (2001). Relational meaning and discrete emotions. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 37–67). New York: Oxford University Press.

    Google Scholar 

  • Lee, S. K. (2009). Topic congruence and topic interest: How do they affect second language reading comprehension? Reading in a Foreign Language, 21(2), 159–178.

    Google Scholar 

  • Leloup, J. W. (1993). The effect of interest level in selected text topics on second language reading comprehension (Doctoral dissertation, Ohio State University, Columbus).

    Google Scholar 

  • Linderholm, T., Virtue, S., Tzeng, Y., & van den Broek, P. (2004). Fluctuations in the availability of information during reading: Capturing cognitive processes using the Landscape Model. Discourse Processes, 37, 165–186.

    Article  Google Scholar 

  • McNeil, L. (2012). Extending the compensatory model of second language reading. System, 40, 64–76.

    Article  Google Scholar 

  • Nation, I. S. P. (2008). Teaching ESL/EFL reading and writing. New York: Routledge.

    Google Scholar 

  • Nuttall, C. (1982). Teaching reading skills in a foreign language. London: Heinemann Educational Books.

    Google Scholar 

  • Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168–184.

    Article  Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2014). Situational interest and learning: Thirst for knowledge. Learning and Instruction, 32, 37–50.

    Article  Google Scholar 

  • Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory and Cognition, 34(2), 344–355.

    Article  Google Scholar 

  • Scherer, K. R. (2001). The nature and study of appraisal: A review of the issues. In K. R. Scherer, A. Schorr & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 369–391). New York: Oxford University Press.

    Google Scholar 

  • Schraw, G., Bruning, R., & Svoboda, C. (1995). Sources of situational interest. Journal of Reading Behaviour, 27, 1–17.

    Google Scholar 

  • Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23–52.

    Article  Google Scholar 

  • Silvia, P. (2006). Exploring the psychology of interest. NY: Oxford University Press.

    Book  Google Scholar 

  • Silvia, P. J. (2008). Interest—The curious emotion. Current Directions in Psychological Science, 17(1), 57–60.

    Article  Google Scholar 

  • Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 4, 37–54.

    Article  Google Scholar 

  • Tomlinson, B. (2005). English as a foreign language: Matching procedures to the context of learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 137–154). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.

    Google Scholar 

  • Wade, S. (1992). How interest affects learning from text. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 255–277). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Wade, S. E., & Adams, R. B. (1990). Effects of importance and interest on recall of biographical text. Journal of Literacy Research, 22(4), 331–353.

    Article  Google Scholar 

  • Wade, S. E., Buxton, W. M., & Kelly, M. (1999). Using think alouds to examine reader text interest. Reading Research Quarterly, 34(2), 194–216.

    Article  Google Scholar 

  • Wallace, K. (1992). Reading. Oxford: Oxford University Press.

    Google Scholar 

  • Williams, R. (1983). Teaching the recognition of cohesive ties in reading a foreign language. Reading in a Foreign Language, 1(1), 35–53.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Maria Curie-Skłodowska University, Lublin, Poland

    Halina Chodkiewicz

Authors
  1. Halina Chodkiewicz
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Halina Chodkiewicz .

Editor information

Editors and Affiliations

  1. Maria Curie-Sklodowska University, Lublin, Poland

    Halina Chodkiewicz

  2. John Paul II Catholic University of Lubl, Lublin, Poland

    Piotr Steinbrich

  3. Maria Curie-Sklodowska University, Lublin, Poland

    Małgorzata Krzemińska-Adamek

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Chodkiewicz, H. (2016). On Texts Interesting to Read in Foreign Language Teaching. In: Chodkiewicz, H., Steinbrich, P., Krzemińska-Adamek, M. (eds) Working with Text and Around Text in Foreign Language Environments. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-33272-7_3

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-33272-7_3

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-33271-0

  • Online ISBN: 978-3-319-33272-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation