Beyond Comprehension: Expanding Reading Competence Through Cognitive and Critical Approaches in Philology

This article examines the evolving concept of reading competence in philology education, emphasizing the need to move beyond traditional approaches focused primarily on vocabulary acquisition and reading fluency. While these components remain essential, they are insufficient for developing a comprehensive understanding of literary texts. The study highlights the importance of incorporating stylistic awareness and critical interpretation as integral elements of reading competence. By analyzing literary texts through a stylistic and interpretative lens, students can develop deeper cognitive engagement, enhance analytical thinking, and improve their ability to interpret implicit meanings. The article proposes a more holistic model of reading competence that integrates linguistic, stylistic, and critical dimensions, thereby contributing to more effective philological training. The findings suggest that such an approach not only improves reading proficiency but also fosters independent thinking and interpretative skills among students.