Abstract
While introducing reading comprehension activities into the CLIL classroom, it should be remembered that reading comprehension is goal-oriented and may be defined as searching for meaning and sense. In the CLIL classroom, this goal is not only to develop reading comprehension skills or search for meaning of particular words but also to expand content knowledge. Secondly, reading comprehension is the act of comprehension. Comprehension is a highly active constructive process, and it is here that the key to language learning as well as content learning lie. Finally, the process of reading comprehension is dynamic and strategic. In other words, the best idea is to introduce techniques and activities which will not be boring for the learners and which will require the use of various metacognitve strategies. The term “metacognitive awareness” is conceptualized as the ‘knowledge of the readers’ cognition relative to the reading process and the self-control mechanism they use to monitor and enhance comprehension” (Sheorey and Mokhtari 2001, p. 423), which is a critical component of skilled reading. The purpose of my study was to explore the role of metacognitive strategies in L2 reading comprehension. The participants were University students who learn content subjects in English and were asked take reading comprehensions test and to fill in metacognitive reading strategies questionnaire. The intention of this address is to discuss different metacognitive reading strategies used by the CLIL University learners.
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Notes
- 1.
The translation from German into English was done by the author of the article.
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Papaja, K. (2014). The Role of Metacognitive Awareness in Reading Comprehension of CLIL Learners. In: Łyda, A., Szcześniak, K. (eds) Awareness in Action. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-00461-7_13
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