DISTINGUISHING READING SKILLS AND READING COMPETENCE IN EFL CONTEXTS
https://doi.org/10.5281/zenodo.18950044
Kalit so‘zlar
Reading skills, reading competence, EFL learning, reading pedagogy, competence-based education, CEFRAnnotasiya
In English as a Foreign Language (EFL) pedagogy, the terms reading skills and reading competence are frequently used interchangeably, despite representing conceptually distinct constructs. This conceptual ambiguity has significant implications for curriculum design, instructional methodology, and assessment practices. Drawing upon cognitive models of reading, communicative language theory, and competence-based education frameworks particularly the Common European Framework of Reference for Languages, this paper critically examines the distinction between reading skills and reading competence. It argues that reading skills constitute discrete cognitive sub-processes, whereas reading competence represents an integrated, contextually situated communicative capacity that emerges through the strategic coordination of multiple skills within authentic contexts. The paper proposes a structured conceptual differentiation and discusses its implications for higher education EFL instruction and assessment. Reframing reading instruction from a skill-fragmented to a competence-oriented paradigm may enhance methodological coherence and promote higher-order literacy development.
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