Success in higher education is highly dependent on students’ ability to efficiently read and comprehend large amounts of text in the speaker’s first/native language (L1) and also in a Foreign Language (FL). Good text comprehension requires readers to implement a variety of metacognitive processes in order to self-regulate understanding. However, most readers are inaccurate when monitoring their own comprehension level, in the native language. Several studies have investigated FL comprehension monitoring, mostly using self-report measures. The current study further explored the relationship between L1 and FL comprehension monitoring through the paradigm of ‘calibration of comprehension’ (Glenberg and Epstein in Journal of Experimental Psychology: Learning, Memory and Cognition, 11, 702-718, 1985). Specifically, 145 university students read texts in each language, answered comprehension questions and rated their confidence. Absolute and relative monitoring accuracy was calculated (bias and resolution, respectively) to study whether comprehension monitoring processes are trait-oriented (shared across languages and domains) or skill-oriented (dependent on language proficiency level). Results suggested that absolute monitoring accuracy is both trait and skill oriented. On the one hand, confidence ratings and bias were significantly correlated across L1, FL and a non-verbal task, suggesting trait-orientation. On the other hand, only individuals who were highly proficient in the FL shared their absolute monitoring skills between the languages, supporting the notion of a skill orientation. Relative monitoring was not associated across tasks or languages. Theoretical and practical implications for effective instruction and learning methods are discussed.

中文翻译：

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监控外语理解：特质还是技能？

高等教育的成功很大程度上取决于学生能否有效地阅读和理解讲者的母语（母语）（L1）以及外语（FL）中的大量文本。良好的文本理解能力要求读者实施各种元认知过程，以便自我调节理解能力。但是，大多数读者使用母语监视自己的理解水平时并不准确。几项研究调查了FL理解监控，大部分使用自我报告措施。当前的研究通过“理解的校准”范式进一步探讨了L1和FL理解监控之间的关系（《实验心理学杂志：学习，记忆与认知》中的Glenberg和Epstein ，11（702-718，1985）。具体来说，有145名大学生阅读每种语言的文本，回答了理解问题，并对他们的自信心进行了评分。计算了绝对和相对的监视准确性（分别为偏差和分辨率），以研究理解性监视过程是面向特征（跨语言和域共享）还是面向技能（取决于语言熟练程度）。结果表明，绝对监测的准确性既是特征也是技能。一方面，L1，FL和非语言任务之间的置信度等级和偏倚显着相关，表明特质倾向。另一方面，只有精通FL的个人在两种语言之间共享他们的绝对监视技能，从而支持技能导向的概念。相对监视未跨任务或语言关联。讨论了有效指导和学习方法的理论和实践意义。