Abstract
This study investigates the metacognitive knowledge involved in reading English and in reading Japanese. 130 Japanese college students read the same text and then answered comprehension questions and a questionnaire with 31 items. Factor analysis was performed on the data obtained from the questionnaire. The result, that 8 factors were extracted in reading Japanese and 9 factors were extracted in English, reveals the similarities and the differences between the metacognitive knowledge in foreign language reading and that in native language reading. In addition, multiple regression analysis suggests that metacognitive knowledge was correlated with L1 reading, while it did not exert much influence in L2 reading. Implications of these results for foreign language reading are briefly discussed.
