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COGNITIVE APPROACHES TO SECOND LANGUAGE ACQUISITION: THE IMPACT
OF READING AND WRITING SKILLS
Xabibnazarova Aygul.
The 1
st
year Student, Berdakh KSU
Keulimjaeva G.K.
Scientific adviser, EFL Teacher, Berdakh Karakalpak State University
Annotation:
This article analyzes the importance of reading and writing skills in second
language acquisition (SLA) through the theoretical perspectives of Lev Vygotsky and Jean Piaget. It
concludes that integrating both oral and written practices lead to more effective and profound language
learning.
Keywords:
Second Language Acquisition, Reading Skills, Writing Skills, Language
Learning, Sociocultural Theory, Cognitive Development, Vygotsky, Piaget, Zone of Proximal
Development, Literacy and Language, Language Proficiency, Language Pedagogy, Cognitive
Readiness, Educational Psychology.
In our increasingly globalized and multilingual world, the ability to acquire a second language
(L2) is more important than ever. Educators and researchers continue to debate the most effective
methods for second language acquisition (SLA). While many approaches focus primarily on oral
communication, others emphasize the foundational role of reading and writing in building lasting
linguistic competence. This paper explores the role of literacy—specifically reading and writing—
within SLA through the cognitive theories of Lev Vygotsky and Jean Piaget, offering both theoretical
insights and practical strategies for educators. [2, 136]
In
Mind in Society
, Lev Vygotsky’s sociocultural theory posits that learning is inherently a
social process. He emphasizes the significance of social interaction and cultural context in cognitive
development. According to Vygotsky, reading and writing are not merely linguistic skills, but tools
that mediate higher-order thinking and learning.
Vygotsky introduces the concept of the Zone of Proximal Development (ZPD), which refers
to the difference between what a learner can achieve independently and what they can accomplish
with guidance (Vygotsky, 1978, p. 86). Engaging with complex texts and writing tasks within the
ZPD enables learners to internalize language structures and enhance their proficiency. Moreover,
Vygotsky underscores the role of written language in cognitive growth, stating that “written speech is
the speech of the future,” requiring deliberate and analytical thinking (Vygotsky, 1978, p. 106). Thus,
reading and writing are instrumental in developing abstract thinking and self-regulation—key
components of SLA. [2, 136]
In practical terms, a teacher might introduce students to a short story slightly above their
reading level, guiding them with pre-reading discussions and vocabulary scaffolding. Writing
assignments based on the story, such as journal reflections or creative retellings, can further solidify
new structures and vocabulary.
Jean Piaget’s theory of cognitive development outlines how children’s thinking evolves
through distinct stages: sensorimotor, preoperational, concrete operational, and formal operational
(Piaget, 1959). He asserts that language acquisition is closely tied to these developmental stages.
According to Piaget, reading and writing become effective learning tools once a child reaches the
concrete operational stage, where logical thinking and understanding of complex ideas emerge. [1,
31]
In
The Language and Thought of the Child
, Piaget observes that children's use of language
reflects their cognitive development. He notes that as children grow, their speech becomes less
egocentric and more socialized, indicating a shift in cognitive capacity. This transition is vital for
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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447
effective reading and writing, as these skills require the ability to understand other perspectives and
organize thoughts coherently. [1, 34-37]
For example, when learners are asked to write argumentative texts, they must consider
opposing viewpoints, organize claims logically, and use abstract language—cognitive processes
linked to formal operational thinking. Teachers should therefore align literacy activities with the
learner’s developmental readiness to maximize engagement and understanding.
By combining Vygotsky’s and Piaget’s theories, we gain a comprehensive understanding of
the role of reading and writing in SLA. Vygotsky highlights the sociocultural dimensions of language
learning, emphasizing interaction with more knowledgeable individuals and engagement with text.
Piaget, on the other hand, focuses on the learner’s internal development, indicating that certain
cognitive milestones must be reached for literacy to be fully effective. [3, 69]
A balanced instructional approach involves assessing the learner’s cognitive stage and
providing appropriate scaffolding within their ZPD. For example, educators can introduce reading and
writing tasks that are slightly beyond the learner’s current abilities, offering support to bridge the gap.
This method encourages cognitive development while leveraging social interaction, aligning with both
theorists’ perspectives.
While communicative language teaching (CLT) often prioritizes speaking and listening, the
integration of reading and writing adds significant depth to language learning. CLT develops fluency
and spontaneity in conversation, but without literacy skills, learners may struggle with academic or
professional language tasks. The cognitive approach discussed here complements CLT by fostering a
deeper understanding of language structures and enhancing learners’ ability to express complex ideas
both orally and in writing. [5, 11]
Understanding the interplay between literacy and cognitive development has practical
implications for language education. Educators should consider the following strategies:
1.
Scaffolded Literacy Activities
: Design reading and writing tasks that correspond to
learners' developmental stages and provide support to facilitate advancement.
E.g., use graphic organizers to help learners plan their writing.
2.
Collaborative Learning
: Foster peer interaction and group work to promote social
learning
and
introduce
multiple
perspectives.
E.g., pair work on summarizing and discussing texts.
3.
Integration of Oral and Written Skills
: Combine speaking and listening with reading
and
writing
to
reinforce
vocabulary
and
language
structures.
E.g., role-play dialogues followed by reflective writing.
4.
Cultural Relevance
: Use texts and prompts that are culturally relevant to enhance
engagement
and
comprehension.
E.g., ask students to write about traditional stories or contemporary issues in their own
culture.
5.
Ongoing Assessment
: Regularly evaluate learners' cognitive development and
language
proficiency
to
tailor
instruction
effectively.
E.g., formative assessments through writing portfolios and reading journals.
Second language acquisition is a complex process shaped by both social interaction and
cognitive development. By integrating the insights of Vygotsky and Piaget, educators can design more
effective literacy-based instruction that supports learners at different developmental stages. Reading
and writing, far from being supplementary skills, are central to developing deep, transferable language
competence.
As an educator and learner, I fully agree with Jean Piaget’s theory of cognitive development
in the context of SLA. In my experience, I first developed speaking and listening skills in English,
and only later did reading and writing help consolidate my knowledge. Conversations built my
vocabulary, while reading and writing clarified grammar and structure. Piaget’s stage-based approach
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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448
offers practical guidance for educators, ensuring that literacy instruction matches learners’ cognitive
readiness and interests.
By laying a solid foundation with spoken communication and gradually integrating reading
and writing, we help students internalize language more consciously and express their thoughts more
confidently. This cognitive-linguistic approach supports meaningful, long-lasting language
acquisition.
References
1.
Piaget, J. (1959).
The Language and Thought of the Child
. New York: Humanities Press.
2.
Vygotsky, L. S. (1978).
Mind in Society: The Development of Higher Psychological Processes
.
Cambridge: Harvard University Press.
3.
Mahn, H. “Vygotsky and Second Language Acquisition.”
Wiley Online Library
.
4.
Gibbons, P. (2002).
Scaffolding Language, Scaffolding Learning
. Portsmouth, NH: Heinemann.
THE IMPORTANCE OF YOUTUBE IN IMPROVING LISTENING SKILLS IN
ENGLISH
Rajabova Bernura Omonbay qizi ,
The 1
st
year Student, Berdakh Karakalpak State University,
Allamuratova.F.K.
Scientific advisor, EFL teacher, Berdakh State University
In today's world, learning English has become a significant goal for millions of people
worldwide. Listening comprehension is an integral part of any language learning process. If a person
can accurately understand what they hear, they can confidently participate in conversations. Being
able to speak fluently and comprehend spoken English effectively forms the foundation of successful
communication. YouTube, as a product of technological advancement, has become a unique resource
in this rega...
Traditional learning materials and academic audio resources are useful to some extentin
developing listening skills. However, they are often characterized by monotony and artificial
structure. Since such resources do not sufficiently reflect authentic communication processes,
language learners may struggle to adapt to real linguistic environments. However, YouTube, with its
realistic, dynamic, and diverse content, provides an opportunity to create a natural language
environment.
The great linguist and educator Lev Vygotsky, in his work Thought and Language, emphasized
the interconnection between human thinking and language learning. He argued that people acquire
language through communication and reinforce it through practical experiences. From this
perspective, YouTube helps develop listening skills through real speech examples. Unlike artificial
learning materials, it offers live and diverse content.
Furthermore, renowned linguist Stephen Krashen highlights in his Natural Approach theory
that language learning is most effective through immersion.You Tube is one of the best tools that
provide this immersion. With its help, learners can listen to various accents and adapt to a natural
language environment. Platforms like TED Talks and BBC Learning English allow learners to
listen to authentic English speech and ada
Additionally, George Orwell, in his 1946 essay Politics and the English Language, states, "If
your thoughts are unclear, your language will also be incoherent." YouTube enhances this process by
providing real-life examples and teaching logical and precise communication.
Famous British linguist and psychologist David Crystal, in his book The Cambridge
Encyclopedia of Language, emphasizes that language must develop in an interactive environment.
