DEVELOPMENT OF READING COMPETENCE IN A FOREIGN LANGUAGE: PSYCHOLINGUISTIC, COGNITIVE, AND METACOGNITIVE APPROACHES
Abstract
The article analyzes the process of reading in a foreign language from psycholinguistic and pedagogical perspectives. The purpose of this study is to identify mechanisms and theoretical models for developing students’ reading competence in a foreign language. Reading in a foreign language encompasses cognitive, perceptual, and metacognitive processes, involving encoding and decoding mechanisms that allow visual reception of the text, semantic interpretation, and integration with prior knowledge and context.
The article examines various types of reading — informational, analytical, extensive, intensive, skimming, scanning, receptive, and productive reading. Furthermore, cognitive, constructivist, and metacognitive models are analyzed. The study emphasizes the effectiveness of integrative approaches, including graphic organizers and interactive tasks, in enhancing reading comprehension.
The results indicate that these models contribute to students’ deep understanding, independent thinking, and creative reflection abilities.
Keywords
encoding, decoding, foreign language reading, psycholinguistics, reading competence, cognitive and metacognitive models, integrative approach, interactive tasks, reading comprehension, deep understanding, reflection abilities.How to Cite
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