On the relationship between metacognitive reading strategies and reading compehension in L1 and L2 Cover Image

On the relationship between metacognitive reading strategies and reading compehension in L1 and L2
On the relationship between metacognitive reading strategies and reading compehension in L1 and L2

Author(s): Marta Kopčíková
Subject(s): Foreign languages learning, School education
Published by: Vydavateľstvo Prešovskej univerzity v Prešove
Keywords: metacognition; metacognitive reading strategies; reading comprehension; EFL; L1; university students;

Summary/Abstract: The paper deals with the concept of metacognition with the stress put on the conscious reflection on language and the ability to intentionally monitor linguistic processing while reading. In relation to that, the paper tries to clarify the relationship between metacognitive processes in L1 and L2. Theory implies and various studies confirm that certain aspects of metacognition transfer between two languages. In that regard, we introduce the survey that was conducted in order to find out what university students’ beliefs about their metacognitive reading strategies in L1 and L2 are. The aim was to determine if their perception of metacognitive use correlates with actual score in reading comprehension tasks, taking into account the premise that metacognitive reading strategies distinguish between lower and higher proficiency readers. Finally, the discussion offers the possible explanations of the results as well as provides some insights of the relationship between metacognitive reading strategies in L1 and L2 in the context of the research.

  • Issue Year: VII/2019
  • Issue No: 1
  • Page Range: 36-49
  • Page Count: 14
  • Language: English