Metacognition, linguistic transfer and reading comprehension: a theoretical and empirical perspective

Abstract

This paper aims to approach the phenomena of metacognition, linguistic transfer and reading comprehension through a theoretical and empirical perspective, by investigating the transfer of metacognitive reading strategies between Brazilian Portuguese and English as a second language. It aims to verify types and frequency of metacognitive reading strategies use in L1 and L2 in Language and Literature and Bussiness university courses. For this, it was developed an empirical study with 16 university students of each course through reading comprehension tests in Portuguese and English carried out through a retrospective written protocol in a software specially developed for this this purpose. After that, the metacognitive reading strategies used were classified as well the other parts of the instruments. It was verified a considerable padronization in type and frequency of metacognitive reading strategies what seems to indicate the transfer in unconscious level or the existence of common reading procedures used by speakers of different languages and with different academic background, along with possible cognitive patterns on this activity.