Mitschreiben in Vorlesungen: Ein interdisziplinärer Forschungsüberblick mit Fokus Deutsch als L2

Note-taking in academic lectures is a very common activity, which faculty as well as students consider to be of central importance. At the same time, L2 students perceive note-taking as a particular challenge. However, in spite of its relevance and a considerable tradition of research into (L2) notetaking rooted in cognitive psychology, the strongly language-driven activity of taking notes has not yet been well understood from a linguistic perspective. Only a limited number of empirical studies and no convincing theoretical model are available. Therefore, as a first step, this conceptual review article provides an interdisciplinary overview of research into lecture note-taking, thereby bringing together results from research strands which are as yet relatively unaware of each other. To that end, the contribution first presents research into the cognitive, learning-related functions of note-taking before summing up studies that view note-taking as a self-regulatory activity. Furthermore, applied linguistics contributions which conceptualize note-taking in terms of L2 proficiency (e.g. reflecting academic writing or listening) are reviewed. Finally, the paper discusses linguistic studies focusing on genrerelated aspects of notes and research linking notes to language features of lectures.