„Woah, was ist das? Ich kann das nicht lesen!“

Metakognitive Lesestrategien in ihrer Anwendung zur Erschließung fremdsprachlicher wissenschaftlicher Texte

Abstract

This article focuses on metacognitive reading strategies and how they are applied to read scientific literature in a foreign language. The research was carried out through interviews and Think-Aloud-Protocols of five students, studying Japanology at the University of Vienna. It is analysed how students of Japanology read English and Japanese scientific texts. The focus of the analysis lies on what reading strategies they apply, how aware they are of their used strategies and how the attitude towards the specific language and the self-rated language skills influence the reading.