Keywords
Abstract
EFL teachers are confronted with difficulties in preparing students for study in a foreign language academic environment where lectures are one of the predominant forms of educational organization due to the internationalization of education and, as a result, the rise in the number of academic mobility programs. Given that one of the most challenging components of learning a foreign language is listening comprehension, the challenge of teaching academic listening comprehension and note-taking has taken on particular importance in the modern approach of teaching foreign languages. As more research about taking notes in classrooms has been published, note-taking has come to be seen as a crucial academic skill for language learners. Students can select between their first language and second language when listening for the purpose of comprehension. This study on lecture notetaking emphasizes the insufficiency of research regarding the processing of L2 lecture information by foreign language learners, outlines accepted principles of good notetaking and suggests further research to evaluate the utility of these principles and to explore further L2 lecture information.
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