engleski

Das Lesetagebuch als Instrument der Selbstbeobachtung beim Leseprozess in der Fremdsprache

Even worldwide, reading dairy as one of the less formal assessment methods is still not much applied in SLA. Since its use enables insight into the multilayered process of vocabulary recognition, syntactic parsing, construction of meaning and text structure in a reader’s consciousness, and his/her critical approach to text, reading diary simultaneously becomes a tool required for the gradual and systematic development of strategic reading behaviour, especially at the level of metacognition. The paper is based on a study aimed at discovering what diaries can reveal about an individual’s metacognitive reading behaviour, as well as indicating the main (dis)advantages of their use. The participants (22 female students) were asked to read an expository text in English during a predetermined period and to keep their diaries. After collecting the diaries, they were individually interviewed to clarify their entries if needed. The mixed- method approach was used for analysing the obtained data, and the results finally indicated a fairly significant use of metacognitive strategies along with the benefits of reading diaries in gaining insights into the strategic dimension of the reading process, so their more frequent use is suggested not only in reading research but also in teaching practice.

Leseverhalten, metakognitive Strategien, Selbstbeobachtung, Vor- und Nachteile des Lesetagebuchs

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