Learning terminology from reading texts in English: The effects of note-taking strategies

Abstract

Student note-taking strategies can provide an insight into how students learn subject-specific terminology in L2 from L2 reading. This article explores the relationship between reading, note-taking strategies, and the learning of English terms among Swedish students. Students participated in an experiment in which they were presented with new terminology and could take notes. Their learning was measured with a multiple-choice test. Results show that students who took more extensive notes and who engaged with the text better learnt more terms. Pedagogical implications for subject and LSP teachers are discussed.