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THE ROLE OF SUMMARIZING AS A COGNITIVE READING
STRATEGY IN SECOND LANGUAGE ACQUISITION
Sadikova Gulkhayo Ibrokhimjon qizi
Doctoral student of Samarkand State Institute of Foreign Languages
https://doi.org/10.5281/zenodo.11108719
Abstract.
This article discusses the role of summarizing as a cognitive reading
strategy in second language acquisition. Understanding academic material is vital
for students, and employing effective strategies is crucial in achieving this goal.
Among these strategies, reading strategies play a fundamental role. Reading is
central to acquiring knowledge, with each individual engaging in a unique
interpretive process. Reading strategies aid in improving comprehension, enabling
students to understand text accurately and appropriately. Cognitive reading
strategies involve mental processes focused on handling information to facilitate
learning. Summarizing, a cognitive reading strategy, involves creating a condensed
version of new information obtained from listening or reading. It helps students
understand the original text more effectively, analyze and evaluate content, and
concentrate on crucial details. Summarizing also enhances critical thinking and
writing skills, prepares learners for assessments, and facilitates language learning.
Two main factors influence summary writing: the presence or absence of the original
text and the characteristics of the text. These factors significantly impact the
summarization process, affecting the identification of main ideas and selection of
relevant information. Summary writing offers numerous advantages for
understanding reading passages, making it a valuable strategy for improving
comprehension, critical thinking, writing skills, assessment preparation, and
language acquisition in second language acquisition contexts.
Key words:
Reading strategies, cognitive reading strategies, reading
comprehension, summarizing, summary writing, ESL students, Second Language
Acquisition (SLA)
Annotatsiya.
Ushbu maqolada ikkinchi tilni o‘zlashtirishda kognitiv o‘qish
strategiyasi sifatida xulosalash/umumlashtirishning roli muhokama qilinadi.
Talabalar uchun o‘quv materialini tushunish juda muhim va bu maqsadga erishishda
samarali strategiyalarni qo‘llash ham katta ahamiyatga ega. Ushbu strategiyalar
orasida o‘qish strategiyalari asosiy rol o‘ynaydi. O‘qib tushunish ko‘nikmasi
ikkinchi tilni o‘zlashtirshda markaziy o‘rinda turadi va har bir o‘rganuvchi matnni
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o‘ziga xos talqin qilish jarayoni bilan shug‘ullanadi.. O‘qish strategiyalari
tushunishni yaxshilashga yordam beradi, o‘quvchilarga matnni to‘g‘ri va chuqur
tushunish imkoniyatini oshiradi. Kognitiv o‘qish strategiyalari o‘rganishni
osonlashtirish uchun ma’lumotlarni qayta ishlashga qaratilgan aqliy jarayonlarni o‘z
ichiga oladi. Xulosalash, kognitiv o‘qish strategiyasi tinglash yoki o‘qish natijasida
olingan yangi ma’lumotlarning ixchamlashtirilgan versiyasini yaratishni o‘z ichiga
oladi. Bu talabalarga asl matnni yanada samaraliroq tushunishga, mazmunni tahlil
qilish va uni baholashga hamda muhim tafsilotlarga diqqatni jamlashga yordam
beradi. Xulosa qilish, shuningdek, tanqidiy fikrlash va yozish ko‘nikmalarini
oshiradi, o‘quvchilarni baholashga tayyorlaydi va til o‘rganishni osonlashtiradi.
Xulosa yozishga ikkita asosiy omil ta’sir qiladi: xulosani bayon tarzda yozayotganda
o‘quvchining qo‘lida asl matnning mavjudligi yoki yo‘qligi va matnning
xususiyatlari. Ushbu omillar umumlashtirish jarayoniga sezilarli ta’sir ko‘rsatadi,
asosiy g‘oyalarni aniqlash va tegishli ma’umotlarni tanlashga ta’sir qiladi. Xulosa
yozish o‘qib tushunishda matn bo‘laklarini tushunish uchun ko‘plab afzalliklarni
taqdim etadi, bu uni tushunish, tanqidiy fikrlash, yozish qobiliyatlarini oshirish,
baholashga tayyorgarlik ko‘rish va ikkinchi tilni o‘zlashtirish kontekstlarida tilni
o‘zlashtirish uchun qimmatli strategiyaga aylantiradi.
Kalit so‘zlar:
o‘qish strategiyalari, kognitiv o‘qish strategiyalari, o‘qib
tushunish, xulosa qilish, xulosa yozish, ikkinchi tilni o‘rganuvchilar, ikkinchi tilni
o‘zlashtirish
Effective comprehension of academic material is crucial for students, and
employing various strategies is a key to achieving this aim. Among these strategies,
a fundamental one is the utilization of reading strategies. Reading serves as the
cornerstone of acquiring knowledge, with each individual engaging in a unique
interpretive process. (
Maarof, N., & Yaacob, M. 2011).
This implies that diverse
readers adopt distinct approaches in deriving meaning from textual cues.
Reading strategies play a crucial role in improving understanding of texts.
Students who have suitable and effective reading strategies use them well to
understand the content of the text accurately and appropriately. According to Solé,
reading comprehension strategies encompass a series of steps that include setting
goals, planning actions to achieve these goals, evaluating progress, and being open
to making adjustments if needed. (
Solé, I. 2005.)
It is imperative to teach these
strategies to students if they aim to achieve effective reading comprehension.
Garner, on the other hand, characterizes reading strategies as deliberate and
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purposeful activities carried out by engaged readers, often to address perceived
cognitive challenges and enhance their understanding of the text. (
R. Garner, 1987)
Therefore, reading strategies involve how readers handle a reading task, the hints
they notice in the text, their understanding of the material, and how they react when
they find the text challenging to understand. Furthermore, reading strategies are
regarded as advanced procedures in which cognitive and metacognitive processes
are crucial.
Students must understand their comprehension levels while reading and learn
how to identify clues and answer questions in reading comprehension. Cogmen and
Saracaloglu found that basic techniques like underlining, taking notes, or
highlighting text can assist readers in understanding and recalling the content.
(
Cogmen, S., & Saracaloglu, A. S., 2009.)
William and Burden mentioned that
cognitive strategies involve mental processes focused on handling information to
facilitate learning, including obtaining, storing, retrieving, and utilizing information.
(
Williams, M. & R.L. Burden ,1997).
Cognitive reading strategies greatly aid in improving one's reading skills,
particularly in understanding texts. When reading, learners typically use different
cognitive strategies to comprehend the text. These strategies are crucial for gaining
a thorough understanding of the material because learners must not only be aware
of their thinking process but also plan and assess their approach. With these
strategies, students can effectively answer reading comprehension questions, read
autonomously, and retain the information they have read.
The utilization of cognitive strategies can enhance how effectively a learner
tackles various learning tasks. These tasks may encompass activities such as
recalling and applying information from course materials, forming sentences and
paragraphs, revising written work, restating information in one's own words, and
organizing information for learning purposes. In a classroom environment where
cognitive strategies are implemented, the teacher plays a crucial role in connecting
students with the content or skills they need to acquire. This role involves
understanding the task at hand and possessing knowledge of effective approaches
that can be conveyed to the learner.
Summarizing involves creating a mental, spoken, or written summary of new
information obtained from listening or reading. It is a beneficial strategy that helps
students understand the original text more effectively and demonstrates their
comprehension. Furthermore, the act of summarizing enables students to analyze
and evaluate the original text using the knowledge they have acquired.
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According to Hays, summarizing is described as a "synthetic strategy" in
which students must assess the significance of the information present in the text.
(
Hays, D.
,1989) Likewise, Kamhi-Stein categorizes summarization as an
elaboration strategy for tackling intricate learning assignments. (
Kamhi-Stein,
L.,
1993) Summary writers are not solely tasked with synthesizing the content but
also with generating a cohesive text that effectively represents the original text by
substantial standards (Dole, Duffy, Roehler, & Pearson, 1991, p. 244).
Weinstein and Mayer suggest that the purpose of summarizing is to merge
new information with students' existing knowledge. (
Weinstein, C. E., & Mayer, R.
E.
1986) And they outline four primary objectives of summarization.
- The first aim is to distinguish the main ideas from minor details.
- The second goal is brevity, where summary writers aim to convey the information
from the text using as few words as possible.
- The third objective is objectivity due to that, summaries focus on presenting
someone else's ideas. Here, writers aim to demonstrate their comprehension of the
text rather than responding to the author's ideas.
- Lastly, the fourth goal is accuracy, where writers ensure that the information in
the summary remains faithful to the original text.
Consequently, summary writing is a multifaceted task commonly found in
academic settings. Contrasting summary writing with other writing tasks, while
average writing tasks entail producing content based on a given topic, summary
writing involves creating a shortened and condensed version of the original text.
Two main factors influence summary writing: the presence or absence of the original
text and the characteristics of that text.
(Ashrafzadeh & Nimehchisalem, 2015).
A. The presence or absence of the original text
. When the text is present, writers
can better identify important points, condense information, and clarify
inconsistencies. Various devices, such as introductory statements and topic
sentences, are used by authors to emphasize importance. However, relying too much
on the text can lead to students copying directly instead of using their own words,
especially for ESL students. Allowing students to refer to the text while summarizing
can provide them with more mental space for selection and condensation. Typically,
texts are presented during summarization tasks in academic settings to facilitate the
process.
B. The characteristics of that text
.
The characteristics of the original text
significantly impact the process of summarization. Three key characteristics—
length, complexity, and text type—play a crucial role in this process. Shorter texts
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make it easier to identify main ideas and select relevant information, whereas longer
texts require more effort in condensing and selecting due to the abundance of ideas.
Text complexity, including factors like vocabulary difficulty and sentence structure
complexity, also affects summarization. More complex texts necessitate more
judgments in deciding which ideas to include and require more transformations of
the original ideas. Research suggests that when faced with complex texts, writers
tend to adopt a paragraph-by-paragraph strategy rather than reorganizing and
synthesizing the entire text.
Summary writing has numerous advantages for understanding reading
passages. It helps learners grasp main ideas more deeply by encouraging them to
condense information. Additionally, it assists in remembering important concepts by
synthesizing information from the passage. Summarizing allows learners to
concentrate on crucial details, which improves comprehension and prevents them
from getting distracted by minor points. Moreover, summary writing enhances
critical thinking skills as learners analyze and evaluate content, improving their
ability to identify key points. It also helps in refining writing skills by encouraging
clear and concise expression of ideas. Furthermore, summary writing prepares
learners for assessments that require concise summaries and helps in language
learning by providing practice in comprehension and expression. Thus, summary
writing is a valuable strategy for improving comprehension, critical thinking, writing
skills, and assessment preparation, while also aiding in language acquisition.
In conclusion, summarizing serves as a fundamental cognitive reading
strategy in second language acquisition, offering several advantages for
comprehending reading passages. Effective comprehension is essential for students,
and employing various strategies, including summarizing, is key to achieving this.
Summarizing allows learners to identify and condense main ideas, leading to a
deeper engagement with the text and enhancing understanding. It also aids in
retaining key concepts by synthesizing information from the passage and helps
learners focus on essential information, preventing distraction by minor details.
Furthermore, summarizing fosters critical thinking skills as learners analyze and
evaluate content, improving their ability to discern important points. Additionally, it
contributes to improving writing skills by promoting clear and concise expression
of ideas. Moreover, summarizing prepares learners for assessments that require
concise summaries and facilitates language learning by providing practice in
comprehension and expression. Overall, summarizing emerges as a valuable strategy
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for enhancing comprehension, critical thinking, writing abilities, assessment
preparation, and language acquisition in second language acquisition contexts.
References:
1.Ashrafzadeh, A., & Nimehchisalem, V. Vocabulary knowledge: Malaysian
tertiary level learners' major problem in summary writing. Journal of Language
Teaching and Research, 2015,6(2), 286-291.
2. Cogmen, S., & Saracaloglu, A. S., Students’ usage of reading strategies in
the faculty of education. Procedia Social and Behavioral Sciences, 2009, 1, 248-251.
3. Dole,J., Duffy,G., Roehler,L.,&Pearson,P. Moving from the old to the new:
Research on reading comprehension instruction. Journal of Educational Research,
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4. Hays, D., Helping students GRASP the knack of writing summaries. Journal
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5.Kamhi-Stein, L., Summarization, note taking and mapping techniques:
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