Resumo

PEREIRA ROJAS, Silvia Ines. Metacognitive awareness and reading comprehension in a pro-CLIL university setting. Íkala [online]. 2016, vol.21, n.1, pp.81-97. ISSN 0123-3432.  https://doi.org/10.17533/udea.ikala.v21n01a06.

This study explores the situation of a group of Business Administration students in a pro-CLIL context at Complutense University of Madrid. Two independent but complementary studies were conducted. Study 1 is a questionnaire on students' perception of their use of metacognitive strategies when reading financial accounting texts in English. Study 2 explores students' performance when completing a multidisciplinary reading and writing task. The data collected through a questionnaire was contrasted with the results students obtained in a tailor-made task. Results show that to a certain extent there is a link among both studies with respect to student's perceived use of reading strategies and their actual performance regarding metacognitive awareness. Although participants could perfectly deal with the assessment from both perspectives: language and content, some weakness could be observed when the students had to manage critical reading skills such as justifying, deducing and inferring. These partial results could represent a contribution to those university contexts where official bilingual degrees are being implemented.

Palavras-chave : metacognitive awareness; reading comprehension; content and language integrated learning (CLIL); foreign language teaching; bilingual degree; applied linguistics.

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