Lesekompetenzen diagnostizieren im Englischstudium: Verstehen und Erklären mithilfe von Inferenzen

This article provides first results of L2 reading research with TOEFL students (MA) at a German university. The focus is on higher-level information processing, as this is one of the core demands for reading academic texts and making the infer-ences students need to understand and explain the interplay of text- and domain-related information. However, the task at issue is a “real-life task” or case vignette that uses everyday language, in order to avoid shortcomings of the test subjects due to the foreign language English. The results of this explorative study reveal very heterogeneous proficiency outcomes with diverse fallacies and very few examples of appropriate information processing.