READING, L2 READING, AND ESP READING: CONCEPTS AND STRATEGIES

INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “INTEGRATION OF MODERN LINGUISTICS WITH SCIENCE, EDUCATION, AND PRACTICE IN THE PROCESS OF GLOBALIZATION: NEW APPROACHES, OPPORTUNITIES, AND CHALLENGES”, DECEMBER 4, 2025 270 READING, L2 READING, AND ESP READING: CONCEPTS AND STRATEGIES Surayyo Saidova Senior Teacher of the Interfaculty Department of Foreign Languages, NSU https://doi.org/10.5281/zenodo.17803239 Introduction Reading is a foundational component of language learning and literacy development. Its conceptualization has evolved over decades, integrating cognitive, linguistic, and sociocultural dimensions. This article synthesizes key theoretical perspectives on general reading, second language (L2) reading, and English for Specific Purposes (ESP) reading. It also discusses major classifications of reading strategies and highlights crucial differences among these three reading contexts. 1. Reading: Concepts and Processes Reading is widely recognized as a complex cognitive activity that involves much more than decoding text. Stanovich (1980) defines reading as the interaction between decoding and comprehension, emphasizing the dual roles of recognizing written symbols and constructing meaning. Expanding this view, Grabe and Stoller (2011) conceptualize reading as an automatic, multi-level process involving word recognition, syntactic parsing, semantic integration, and global text understanding. Carrell (1988) further underscores the interactive nature of reading, arguing that meaning emerges through the integration of bottom-up textual cues with top-down background knowledge. Overall, reading is a dynamic cognitive and metacognitive process that relies on linguistic knowledge, comprehension skills, and the purposeful use of strategies to derive meaning from text. 2. Second Language (L2) Reading L2 reading is inherently more complex than first language reading due to linguistic limitations, cross-linguistic influence, and the cognitive demands of processing text in a foreign or additional language. Bernhardt (2011) proposes a compensatory model in which L1 reading ability, L2 language knowledge, and learner-specific factors jointly contribute to L2 reading comprehension. According to this model, L2 readers rely heavily on vocabulary and grammatical knowledge, while individual differences—such as motivation and strategy use—account for half of the total variance in comprehension. Grabe (2009) emphasizes the importance of automaticity in L2 reading. Limited vocabulary and slower decoding processes mean that L2 readers must rely more intensively on conscious strategies to compensate for gaps in linguistic knowledge. Additionally, L2 reading tends to be slower, more effortful, and more dependent on background knowledge than L1 reading. 3. English for Specific Purposes (ESP) Reading ESP reading focuses on accessing and understanding discipline-specific texts for academic or professional use. Hutchinson and Waters (1987) argue that ESP reading is not merely language learning but a purposeful engagement with content relevant to specialized fields such as engineering, medicine, or psychology. This type of reading requires mastery of technical INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “INTEGRATION OF MODERN LINGUISTICS WITH SCIENCE, EDUCATION, AND PRACTICE IN THE PROCESS OF GLOBALIZATION: NEW APPROACHES, OPPORTUNITIES, AND CHALLENGES”, DECEMBER 4, 2025 271 vocabulary, familiarity with specialized genres, and the ability to interpret complex data or casebased information. ESP reading differs from general L2 reading in several ways: Texts contain dense, field-specific terminology; Genres include research reports, case studies, and technical manuals; Tasks mirror real-world professional demands, such as analyzing data or solving cases; Readers rely heavily on background knowledge from their discipline to interpret the text; Thus, ESP reading represents a highly specialized form of L2 reading in which strategic competence, linguistic proficiency, and disciplinary expertise intersect. 4. Reading Strategies Reading strategies are deliberate actions employed by readers to enhance comprehension and manage the reading process. Oxford (1990) defines them as intentional behaviors used to acquire, store, and retrieve information. Similarly, Paris, Wasik, and Turner (1991) describe reading strategies as goal-directed attempts to decode text and construct meaning. Carrell (1989) emphasizes their role in monitoring and controlling comprehension. Common categories of strategies include: Cognitive strategies: summarizing, predicting, inferring, and re-reading. Metacognitive strategies: planning before reading, monitoring comprehension, and evaluating performance. Social-affective strategies: collaborating with peers, seeking clarification, and managing anxiety. These strategies are particularly crucial for L2 and ESP readers, who must compensate for limited linguistic knowledge and unfamiliar text structures. 5. Taxonomies of Reading Strategies Several influential frameworks classify reading strategies to help educators and researchers understand how learners approach texts. 5.1. O’Malley & Chamot (1990) Their model categorizes strategies into: Metacognitive (planning, monitoring) Cognitive (elaboration, organizing information) Social-affective (cooperation, self-talk) 5.2. Oxford’s (1990) Strategy System Oxford distinguishes between: Direct strategies: memory, cognitive, and compensation strategies Indirect strategies: metacognitive, affective, and social strategies 5.3. SORS (Sheorey & Mokhtari, 2002) Designed for L2 learners, SORS identifies: Global strategies: predicting, setting goals, and overviewing Problem-solving strategies: re-reading, inferring, adjusting reading rate Support strategies: using dictionaries, note-taking, and visual aids 5.4. MARSI (Mokhtari & Reichard, 2002) MARSI, intended for L1 academic readers, focuses on metacognitive awareness of strategies. Although similar to SORS, it is more aligned with college-level academic reading in a first language. INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “INTEGRATION OF MODERN LINGUISTICS WITH SCIENCE, EDUCATION, AND PRACTICE IN THE PROCESS OF GLOBALIZATION: NEW APPROACHES, OPPORTUNITIES, AND CHALLENGES”, DECEMBER 4, 2025 272 Together, these taxonomies provide comprehensive tools for understanding how readers process text and how strategy use may differ across reading contexts. 6. Comparing General Reading, L2 Reading, and ESP Reading Reading, L2 reading, and ESP reading differ in terms of purpose, linguistic demands, and required strategies: Feature Reading L2 Reading ESP Reading Purpose General comprehension Language learning + comprehension Professional/academic comprehension Vocabulary General Limited L2 Terminology-specific Text type Literary, journalistic L2-appropriate texts Research articles, reports, cases Strategy use Optional Critical Essential, taskoriented Background knowledge Helpful Important Crucial ESP reading sits at the intersection of language proficiency and specialized knowledge, requiring readers to integrate linguistic, cognitive, and disciplinary skills. Conclusion Reading, whether in a first or second language, is a multifaceted process involving cognitive and metacognitive operations. L2 reading adds complexity due to linguistic limitations and cross-linguistic influences, making strategic reading indispensable. ESP reading, as a specialized extension of L2 reading, further requires discipline-specific knowledge, familiarity with specialized genres, and the ability to perform professional tasks. Understanding the distinctions among general, L2, and ESP reading—and the strategies associated with them—can inform more effective reading instruction, assessment, and curriculum design in both language and content-based learning environments. REFERENCES 1. Bernhardt, E. B. (2011). Understanding advanced second-language reading. Routledge. 2. Carrell, P. L. (1988). Interactive approaches to second language reading. Cambridge University Press. 3. Carrell, P. L. (1989). Reading in a foreign language: A reader. Prentice Hall. 4. Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press. 5. Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press. 6. 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