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The Relationships of Reading Attitudes between L1 and L2 in Middle School Learners Hu-Seung Bing (Chosun University) The primary aim of the study was to examine the differences in L1 and L2 reading attitudes. It furthermore explored the relationship between the components of reading attitude and students' English proficiency. A total of 199 students from intact reading classes in middle school participated. Collected data using Reading Attitude questionnaire and Students' English proficiency scores were analyzed by descriptive statistics, factor analysis, reliability coefficients, correlations, and t-test. Results identified four factors of reading attitude in both L1 and L2: anxiety, comfort, practical value, and self-perception. The study indicated that the affective domain of reading attitude transfer from L1 to L2 and learners' beliefs and thinking about practical values is more likely to transfer from L1 to L2 than their emotions such as anxiety and comfort. But L2 proficiency does not affect this transfer, in which the linguistic threshold hypothesis would predict if this hypothesis were applied to the affective domain. Though this hypothesis explains the transfer of cognitive domain of reading, these findings provided that cognitive and affective domains of reading relate differently in L1 and L2. The notion of a linguistic threshold does not apply to transfer of reading attitudes from L1 to L2. Furthermore, there are different degrees of transferability among different attitude components. These results are in consistent with the claim concerning transferring of reading attitudes from L1 to L2.