PSYCHOLINGUISTIC VIEW ON THE READING PROCESS

This article explores the reading process from a psycholinguistic perspective, emphasizing the interaction between linguistic input and cognitive processing. Drawing on theoretical models and empirical research, the study investigates how learners engage with authentic texts using various strategies, including lexical decoding, schema activation, inferencing, and metacognitive monitoring. Data were collected through comprehension tasks, think-aloud protocols, and interviews. The findings support the view that effective reading requires integrating language knowledge and cognitive strategies.