Arrangement of metacognitive processes in teaching foreign language discourse

The relevance of searching for effective means to teach foreign language discourse to university students is emphasized. The question of how to organize metacognitive processes during students' independent activity during their work with information in the course of teaching foreign language discourse by means of Internet technology is also considered. The educational environment long ago entered the era of globalization and has modernized in the light of changes occurring in the world. The idea of global education becomes an integral attribute today: education for international understanding, education for development, multicultural education, education in the global context, etc. The new prospects and development of education based on the most important principles of methodology of modern scientific thinking are also reflected in language education, especially in foreign language discourse. At the present stage this idea assumes awareness in such global challenges and threats as environmental problems, intercultural conflicts, transnational terrorism and crime, inequality and poverty, human rights, the economic development of developing countries, and, of course, it is reflected in foreign language discourse. It is possible that analysis and judgment of the content of global language education and its functions as realized in the conditions of real student teaching in the context of a certain culture will promote not only understanding of its future directions, but also provide continuity and preservation of the essence of language as a universal value in the conditions of globalization through foreign language discourse. As a result of doing a long term web-project the students learned to organize the knowledge acquired and realize the usefulness of the material under study. Due to this, their motivation to do further cognitive work has risen, which demonstrates a successful solution to this educational problem. Consequently, at the end of the experimental learning the level of English language proficiency of the students in the experimental group corresponded to В1 (Threshold / Intermediate). The results of the experimental learning allow us to conclude that it is important to build up a methodologically correct strategy to work with Internet technology while integrating it into the process of teaching foreign language discourse aimed at students' successful independent activity and the development of their abilities in self-regulation regarding the cognitive process. Our theoretical research has shown that the application of the web-technology is one of the most effective pedagogical tools for the development of learners' foreign language discourse and also their metacognitive abilities and skills, without which the cognitive process and understanding are impossible. Due to the formation of metacognitive skills, a learner develops an open cognitive position, ability to convert information obtained into deeper knowledge and to communicate with peoples from different cultures without significant effort

Keywords

Authors

References