Author(s)

Tahir Jahan Khan^1*, Azlina Murad Sani², Sarimah Shaikh-Abdullah²

¹School of Arts and Sciences, Universiti Utara Malaysia, Sintok, Kedah, Malaysia.
²School of Education and Modern Languages, Universiti Utara Malaysia, Sintok, Kedah, Malaysia.

Since the 1970s work of Gardner and Lambert, studies on language learning motivation have received much consideration in second language research. More recently, studies on reading motivation have also gained much interest. This study was conducted among 40 male second year pre-university students of Government MAO College, Lahore (Pakistan) to investigate the levels of instrumental and integrative motivation for reading English as a Second Language (ESL). Data were collected through an adapted version of Dornyei’s language learning motivation questionnaire, and analyzed by means of descriptive statistics. The findings indicate that the students were more strongly instrumentally motivated for reading English in their context. It was also found that the students have relatively lower levels of integrative motivation for reading English. Based on the findings and implications, recommendations are made for the enhancement of motivation for reading English in the Pakistani context.

Instrumental and Integrative Motivation, ESL, Pre-University, Reading English

Khan, T. , Sani, A. and Shaikh-Abdullah, S. (2016) Exploration of Instrumental and Integrative Motivation for Reading English as a Second Language among Second Year Pre-University Students of Government MAO College, Lahore (Pakistan). Open Journal of Social Sciences, 4, 69-76. doi: 10.4236/jss.2016.44010.