چکیده:
The significance of the examined problems is caused by the need to improve the functional approach to understanding the link between metacognitive strategies acquisition and their value and impact on foreign language learning. The work contains the comparison of approaches of Russian scientists and foreign researchers on this problem. Also it comprises information about different requirements that authors put forward according to metacognitive strategies, their choice and application; the classification of learning strategies and particularly classification of metacognitive strategies; and research approaches related to the metacognitive strategy development. The leading goal set by the authors was to create a model of metacognitive strategy development during foreign language learning, to identify its principles, methods, approaches to its proper functioning, criteria and indicators which are able to effectively assess the level of metacognitive strategy development and use foreign language as a basis to fulfil created model. Article submissions may be useful in lecture courses on language teaching, developing a curriculum on teaching a foreign language as well as to apply to language lessons either during teaching or learning it
خلاصه ماشینی:
In Russian literature there are the following stages of metacognitive skills formation: 587 156 I Special Issue of Journal of Research in Applied Linguistics, 10, Summer & Autumn 2019 setting a goal; defining the conditions and forms of work and planning; monitoring the results of own activities and if necessary, their correction (Nikiforova & Sokolova, 2016).
Metacognitive strategies might be divided into the following categories: planning of mental activity: setting goals and tasks, determining the means to achieve them, systematizing future actions; 589 158 I Special Issue of Journal of Research in Applied Linguistics, 10, Summer & Autumn 2019 predicting the outcomes of decisions; conscious regulation of mental activities: an impartial assessment of own knowledge and skills and their quality, as well as the quality of individual actions; analysis of the thought processes, the argumentation of taken mental actions, motivation and setting yourself to work; (Evdokimova, 2018) 4.
Criteria and indicators of metacognitive strategies development in the process of foreign language learning: To be able to: Independently identify and formulate a cognitive goal; Search and highlight the necessary information using search methods, including interactive methods; Structure knowledge; Choose the most effective ways to solve problems depending on the specific conditions; Find and establish connections and relationships in any field of knowledge; Perform logical operations: analysis, synthesis, comparison, and generalization etc.
Metacognitive strategies as a development tool for skills of continuous education for university students (Teaching a foreign language to mathematicians and programmers, Petrsu).