METACOGNITIVE STRATEGIES IN TEACHING SPONTANEOUS FOREIGN LANGUAGE COMMUNICATION TO STUDENTS

Abstract

The article examines working out of metacognitive strategies in students, based on an analysis of scientific literature. Learning activities focus on stimulating self-development and developing self-learning skills, with a strong emphasis on metacognitive learning strategies. The article presents methods and tasks aimed at developing these strategies in students. The study focuses on the role and effectiveness of metacognitive strategies in the context of teaching spontaneous foreign language communication. The author of the study analyzes the impact of various strategies, such as planning, evaluation and correction. Research also focuses on individual differences in the use of metacognitive strategies aimed at optimizing language acquisition.