A discussion of the role of reading in second language learning redefines reading and links it, within language learning, to a revised concept of motivation. To fulfill a more useful function in language teaching, reading should be considered a truly creative rather than basically receptive process. The three elements in the complex process of reading are reader, text, and author. The reader is at a disadvantage without the co-participant's help he might get in verbal interaction. One theory of motivation proposes that the tendency to approach an achievement-related goal is a product of three factors: need for achievement (motivation for success), probability of success, and the incentive value of success. In language learning, probability of success approaches zero when the hope of success is defined as mastering the language, particularly if the hidden agenda is to gain the skills of a native speaker. However, because written text is passive, the reader/learner can be active in "creating" the message.Reading should be considered as a truly creative rather than receptive process. The learner is supposed to find out what the author wants to say and how he says it. Sacrificing the author would put the reader in a more autonomous position. The reader determines what the text means, a position in which the motivation is based on challenge. Contains 16 references. (MSE)