This article provides a detailed analysis of the philological

aspects of reading competence in the process of teaching Korean. It

is emphasized that reading competence encompasses not only the

technical ability to read correctly and fluently but also the

comprehension of textual meaning, the interpretation of linguo-

cultural units, and the ability to appropriately apply them in various

communicative contexts. Furthermore, the study identifies

difficulties faced by Uzbek learners of Korean, particularly in

mastering Sino-Korean lexical items (한자어), idiomatic

expressions, onomatopoetic devices, as well as understanding the

compositional and structural features of texts. The article

substantiates the necessity of philological analysis of texts of different

genres from semantic, contextual, and linguo-cultural perspectives.

Such an approach fosters in learners the ability not only to understand

texts literally but also to grasp the cultural, historical, and social

connotations embedded within them. In addition, working with

authentic Korean texts helps students develop critical reading skills,

extract the main idea, compare various layers of meaning, and adapt

them to Uzbek communicative contexts. As a result, the article

highlights the significance of a philological approach in teaching

Korean as a foreign language and justifies the need to take linguo-

cultural factors into account in this process.