Note-taking in second language: Language procedures and self evaluation of the difficulties

Abstract

This study compared the techniques used by 22 Spanish and English students to take notes from a lecture in French as a second language (L2) and in their first language (L1). Three kinds of variables have been analysed: (1) perceived difficulty of the comprehension and production tasks involved in note-taking; (2) volume of the notes and their fidelity to the source texts; (3) abbreviating procedures at lexical and discourse levels. Results indicate that participants do not take notes differently in L1. They however differ in the way they adjust their note-taking strategies in French as a second language.