Abstract
This review of the literature on lecture notetaking (l) delineates the avenues of past research concerning learning from L1 lectures as a function of L1 notetaking; (2) highlights the dearth of research concerning the processing of L2 lecture information by advanced foreign/second language learners; (3) outlines accepted axioms of good notetaking; and (4) suggests continued research to assess the utility of these axioms, and to explore further L2 lecture information processing.
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