Volume 04 Issue 11-2024
278
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
278-283
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article explores the multifaceted nature of reading competence in a foreign language, emphasizing its linguistic,
cognitive, and socio-cultural dimensions. Drawing from the insights of renowned scholars, it highlights the complexity
of reading as an interactive process that involves decoding, comprehension, and critical analysis. The discussion
underscores the importance of metacognitive strategies, such as self-regulation and monitoring, to enhance reading
comprehension and engagement. Additionally, the article addresses the evolving role of digital literacy in the context
of reading, reflecting the demands of the modern era. By examining definitions and instructional strategies, the article
provides valuable perspectives for educators and researchers seeking to enhance reading proficiency in multilingual
and globalized contexts.
KEYWORDS
Cognitive processes, comprehension, critical analysis, decoding, digital literacy, engagement, foreign language,
linguistic dimensions, metacognitive strategies, monitoring, multilingual, proficiency, reading competence, self-
regulation, socio-cultural factors.
INTRODUCTION
"It is time to establish a new system in our country for
teaching foreign languages that will serve as a solid
foundation for the future. Since we have set the goal
of building a competitive state, from now on,
graduates of schools, lyceums, colleges, and higher
educational institutions must know at least two
foreign languages fluently. This strict requirement
should become the primary criterion for evaluating the
performance of every educational institution's
leadership." (1) - Shavkat Mirziyoyev.
Research Article
DEVELOPING READING COMPETENCE IN A FOREIGN LANGUAGE:
STRATEGIES, DEFINITIONS, AND MODERN PERSPECTIVES
Submission Date:
November 20, 2024,
Accepted Date:
November 25, 2024,
Published Date:
November 30, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-54
Mardanova Zilola Fatxullo qizi
Teacher, PhD self-researcher at Uzbekistan State World Languages University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
279
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
278-283
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Uzbekistan's openness policy, its active entry into the
global
market,
and
expanding
international
cooperation in all sectors have increased the demand
for foreign language proficiency.
The process of improving the system for supporting
youth, fostering educated and enlightened young
people, developing the creative and intellectual
abilities of the growing generation, and popularizing
foreign language learning is advancing rapidly in our
country. In this regard, the decree of the President of
the Republic of Uzbekistan, Sh.M. Mirziyoyev, dated
May 19, 2021, No. PQ-
5117, “On measures to bring
activities to popularize the study of foreign languages
in the Republic of Uzbekistan to a qualitatively new
stage” (2), and the decree dated June 27, 2024, No. PQ
-
239, “On additional measures to increase the efficiency
of the system of teaching youth foreign languages”
(3), clearly support the above statement.
These decrees prioritize developing foreign language
education as a strategic direction of education policy,
fundamentally improving the quality of education in
this area, attracting qualified teachers to the field,
increasing public interest in learning foreign languages,
and establishing cooperation with leading centers and
higher education institutions worldwide to teach
English, other foreign languages, and modern
professions. The decrees also emphasize improving
the education system based on international education
standards and programs.
Approximately 89% of the world’s population (4), while
not necessarily at an expert level, possesses reading
skills. Although this is a significant figure, most people
are literate only in their first language. Alongside these
high literacy rates, the ability to read in a second or
foreign language is becoming increasingly important.
Most societies and countries around the world are
multilingual, and the ability of citizens to effectively
communicate in multiple languages is now a vital
requirement.
English, in particular, continues to spread rapidly, not
only as a global language but also as the language of
science, technology, and advanced research. It is
widely learned as a second or foreign language by
many individuals. However, developing reading skills in
a foreign language does not come as naturally or easily
as it does in one’s first language. In fact, even
becoming proficient in reading in one's native
language requires considerable time and effort.
Therefore, one of the primary goals of curricula in
many higher education institutions where foreign
languages are taught is to develop reading skills in that
language.
Global experience in teaching foreign languages,
particularly in developing le
arners’ reading skills, has
resulted in a wealth of scholarly research. One of the
simplest approaches to discussing reading skills is to
define the concept. However, pinpointing a definitive
description that fully encapsulates reading skills is no
easy task. No single definition may adequately explain
the true essence of reading proficiency. This is due to
four key reasons:
First
, a single concrete definition cannot encompass
the multiple approaches to reading in a foreign
language. A reader may have several potential
purposes for reading, and each purpose involves
slightly different combinations of skills and strategies.
Second
, a specific definition often fails to highlight the
numerous criteria that define fluent reading.
Developing reading proficiency involves a complex and
Volume 04 Issue 11-2024
280
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
278-283
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
often simultaneous acquisition of many skills,
processes, and knowledge bases.
Third
, a definition may not explain how reading occurs
as a cognitive process over fixed periods of time.
Fourth
, no single definition can adequately address the
social contexts in which reading takes place or explain
the diverse reasons for interpreting and using various
types of texts.
Despite these challenges, this section discusses the
perspectives of leading scholars worldwide regarding
reading skills in a foreign language.
When reading in a foreign language, there is a constant
interaction between the two languages: the native
language and the language being learned. According to
K. Koda, three key factors must be considered when
learning to read in a foreign language:
1.
Reading is a complex and multifaceted process
that involves a set of skills.
2.
Developing each of these skills requires a
certain level of linguistic knowledge.
3.
The development of foreign language reading
ability occurs through the interaction between the
native and foreign languages [Koda, 2007].
Indeed, linguistic development is a primary focus in the
process of learning to read in a foreign language.
However, merely knowing the norms of a specific
language is not always sufficient for reading
comprehension; learners must also develop the ability
to understand information at the text level. This
includes recognizing discourse markers, understanding
text structure, and identifying the genre-specific
features of a particular text.
At the initial stages of foreign language teaching,
reading often serves as the goal. In later stages,
however, reading becomes a tool to support the
development of other language skills, such as writing
and speaking [5]. Consequently, different stages of
education require the development of various, often
non-overlapping, skills. The methodology for teaching
reading in a foreign language can vary significantly
depending on the specific goals and objectives of the
educational process.
According to Y. Al-Masri (6), reading is a type of speech
activity aimed at extracting information from written
texts (produced as a result of speech). In his research,
Al-Masri notes that psychologists identify key features
of reading skills and define it as a specific type of
speech activity. One such scholar, Professor Z. I.
Klychnikova, describes reading as "the process of
perceiving and actively processing information
encoded graphically according to the system of a given
language." She emphasizes that reading (along with
writing) represents a form of communication carried
out in written form, mediated by distance and time.
Based on whether the communicative act is directed
towards "sending" or "receiving," reading is classified
as a receptive form of speech activity, akin to listening
comprehension.
S.A. Perfetti (7) characterizes reading ability as the
interaction of various cognitive and linguistic
components, highlighting the roles of bottom-up
(decoding) and top-down (contextual) processes in
reading. This skill involves the interplay of linguistic
knowledge (phonology, syntax, semantics) and
cognitive processes (memory, attention, inference),
enabling the creation of meaning from linguistic signals
within a text.
Volume 04 Issue 11-2024
281
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
278-283
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
According to Verhoeven and Perfetti (8), fluent
reading skills involve the automatic and effortless
decoding of words by the reader, integrating memory-
based awareness and achieving skilled reading fluency.
This fluency, in turn, allows cognitive resources to be
directed towards comprehension.
S.G. Paris (9) suggests that reading ability develops in
stages, progressing from emergent literacy to skilled
reading under the influence of instructional practices
and
individual
differences.
This
development
encompasses a transition from basic decoding skills to
deeper comprehension and critical analysis of texts,
illustrating that reading is a gradually evolving process
over time.
Duke and Pearson (10) emphasize the importance of
teaching reading skills through strategies. Competent
readers use various strategies to improve text
comprehension and memory retention. Reading
competence refers to the ability to effectively perform
reading tasks through explicit instruction in strategies
such as predicting, questioning, clarifying, and
summarizing. Below are definitions of reading
competence as described by renowned scholars:
Table 1. Definitions of Reading Competence by Leading Scholars
Scholars
Definitions
J.A. Dole et al.
(12)
Reading competence is the ability to interact with a
text and create meaning by integrating prior knowledge and
experiences with new information presented in the text.
Mokhtari &
Reichard (13)
Reading competence involves metacognitive skills
such as self-monitoring and regulating comprehension.
This includes the ability to plan, monitor, and evaluate text
comprehension.
Lewison,
Flint, & Van Sluys
(14)
Reading competence encompasses the ability to
critically analyze texts, understand the ideologies, power
structures, and biases embedded within them.
Pugh et al.
(15)
Reading competence includes activating neurological
processes that support reading, such as decoding,
Volume 04 Issue 11-2024
282
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
278-283
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Scholars
Definitions
comprehension, and fluency, linked to specific brain
regions.
S.E. Snow (16)
Reading competence is viewed as an interaction
between the reader and the reading environment, involving
the text, the reader’s goals, and the socio-cultural context.
D.J. Leu et al.
(17)
In the digital age, reading competence includes the
ability to navigate, interpret, and critically evaluate digital
texts and use digital tools to enhance comprehension.
This compilation reflects the diverse perspectives on
reading competence, illustrating that it encompasses
cognitive, metacognitive, neurological, and socio-
cultural dimensions. Moreover, the emphasis on digital
literacy by contemporary scholars highlights the
evolving nature of reading skills in modern contexts.
In conclusion, reading competence, especially in a
foreign language, is a multifaceted skill that involves
the interplay of linguistic, cognitive, and socio-cultural
factors. As highlighted by leading scholars, effective
reading encompasses more than decoding text
—
it
integrates prior knowledge, strategic comprehension
techniques, and critical analysis. The role of
metacognition, which includes self-regulation and
monitoring, is pivotal in ensuring that readers not only
understand but also engage with texts meaningfully.
Furthermore, the influence of digital tools and the
necessity of navigating digital environments have
added a contemporary dimension to reading
competence, emphasizing its evolving nature in the
modern era.
Ultimately, developing reading skills in a foreign
language requires a comprehensive approach that
considers both the linguistic complexities and the
broader context in which reading occurs. As such,
fostering these skills involves equipping learners with
strategies to decode, comprehend, and critically
engage with diverse types of texts, ensuring their
ability to communicate and learn effectively in a
globalized, multilingual world.
REFERENCES
1.
Speech by President Shavkat Mirziyoyev at the
video selector meeting on May 6 regarding
measures to improve the foreign language
teaching system.
2.
On measures to elevate the activity of popularizing
foreign language learning in the Republic of
Volume 04 Issue 11-2024
283
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
278-283
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Uzbekistan to a new level of quality. Decree of the
President of the Republic of Uzbekistan, May 19,
2021, No. PQ-5117.
3.
On additional measures to increase the
effectiveness of the foreign language teaching
system for youth. Decree of the President of the
Republic of Uzbekistan, June 27, 2024, No. PQ-239.
4.
Grabe, W., & Stoller, F. L. (2020). Teaching and
Researching Reading (Third Edition). Typeset in
Goudy by Deanta Global Publishing Services,
Chennai, India.
5.
Shchukin, A.N. (2011). Methods of Teaching Oral
Communication in a Foreign Language. IKAR, 454
pages.
6.
Samer Ali Yusef Al Masri (1998). Cultural Aspect in
Teaching Reading to Foreign Students (Abstract of
the dissertation for the degree of Candidate of
Pedagogical Sciences). Moscow.
7.
Tsi Min (2019). Teaching Chinese Philology
Students to Read as a Type of Speech Activity
Based on Texts on the History of Russia (Abstract
of the dissertation for the degree of Candidate of
Pedagogical Sciences). Moscow.
8.
Verhoeven, L., & Perfetti, C. A. (2017). Introduction:
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Verhoeven & C. A. Perfetti (Eds.), Learning to Read
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–
29).
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Paris, S. G. (2005). Reinterpreting the development
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Duke, N. K., & Pearson, P. D. (2002). Effective
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Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P.
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Mokhtari, K., & Reichard, C. A. (2002). Assessing
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Lewison, M., Flint, A. S., & Van Sluys, K. (2002).
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Pugh, K. R., Sandak, R., Frost, S. J., Moore, D., &
Mencl, W. E. (2001). Neurobiological investigations
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Snow, C. E. (2002). Reading for Understanding:
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an
R&D
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in
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Comprehension. RAND Corporation.
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Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D.
W. (2004). Toward a theory of new literacies
emerging from the Internet and other information
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