Reading as a purpose-driven process: Taking an L2 reader perspective

Abstract

Nowadays, there is a growing need to elucidate the conceptualization of reading purposes in order to incorporate them effectively in L2 reading-focused instruction. This can be linked to changing views on reading competence and its development, as well as further advances in understanding text processing and reading comprehension. This chapter sets out to address selected issues worth exploring so as to rethink the theoretical principles underlying the systematic implementation of reading tasks in L2 classrooms. It is argued that only approaching reading as a purpose-driven process can ensure a balanced development of readers’ competence indispensable for their future use in both educational and out-of-school environments. First, some general ways of defining reading purposes in L2 settings will be analyzed. Then, a more universally defined concept of reading purpose developed with reference to reading models will be examined, with the emphasis put on the landscape reading model which assigns reading purpose a focal role. Selected research findings which demostrated that reading purpose is a source of variability in reading performance outcomes in native language contexts will be commented on. Also, a tight and intricate relationship between reading goals and strategic reader behaviour will be analyzed. Finally, the extent to which the recently provided guidelines for L2 instruction can be matched with the changing perspective in conceptualizing reading as a goal-directed activity will be discussed.