在跨语言学习测评研究中，目前尚未有学者探究同一群体的中国学生的中英文学习心理是如何相互影响，并最终影响语言能力。为弥补这一研究空白，本研究调查了中国北京267名初中生中英文阅读动机，并同时测试他们的和中英文阅读能力。在八个维度的阅读动机中，对中文作为母语和英文作为外语的阅读动机进行量化对比，中文阅读动机在自我效能感、好奇心、投入度、消遣娱乐性、社会伙伴态度五个维度上的表现高于英文阅读动机；而在学业成绩、工具性、社会家庭态度三个维度上，两者没有差异。同时，相关分析表明工具性与英文阅读水平密切相关；消遣娱乐性与中文阅读水平密切相关。此外，多元线性回归分析显示，不同维度的阅读动机分别解释中英文阅读水平的差异。这些研究结果验证了阅读动机的跨语言性迁移特征，不同的阅读动机对中英文阅读水平起着不同作用。文章最后对中英文阅读教学提出了指导意见。

In learning assessment research, few studies have directly compared cross-linguistic learning factors in the same group of students, and how these cross-linguistic factors affect language learning outcomes. In order to fill this research gap, we examined the similarities and differences in learning motivational factors and reading achievement among two-hundred sixty seven Chinese junior middle school students in Beijing. They were assessed on reading motivation inventories in Chinese as a first language (L1) and English as a foreign language (EFL), one Chinese reading test, and one EFL reading test. Analysis of variance on eight dimensions of reading motivation factors suggested that, students Chinese reading was outperformed significantly their EFL reading on self-efficacy, curiosity, involvement, recreation, and social-peer attitudes. Moreover, correlational results suggested that, instrumentalism was significantly correlated with EFL reading scores, whereas recreation was significantly associated with Chinese reading scores. Multiple regression analysis indicated that different dimensions of L1 and EFL reading motivation explained the variance to certain extent in L1 and EFL reading outcomes. The results emphasizes the important cross-linguistic feature of reading motivation in reading performance, and varied motivation strategies may play different roles in L1 and EFL reading. Suggestions on language reading instructions were discussed. （197 words）