Development of Reflexive Abilities of Pupils in Foreign Language Lessons
The article is devoted to the analysis of the phenomenon of reflection in the context of foreign language classes, the role of reflexive skills in optimizing the learning process. The necessity of development of reflexive skills in accordance with modern tendencies of life and significant innovations in pedagogical education in general, which are dictated by radical changes in the understanding of educational process, is substantiated. The subject-subjective model of learning declares an understanding of the role of a student not as a passive participant who perceives knowledge but as an active subject that regulates the course of learning a foreign language in accordance with his needs and individual peculiarities of development through analysis, self-control and forecasting. So, he becomes an active creator of the educational process. The vector of understanding of the phenomenon of reflection in the semantic paradigm GLL (Good Language Learner) is outlined. The concept of reflection, critical thinking, self-analysis and metacognitive activity is differentiated. The concept of reflexive activity and reflexive competence within the framework of studying a foreign language is analyzed and reflexive forms and methods of activity in classes with L2 (learning of the second language) are classified. Methodical recommendations on the use of reflexive group and individual methods and tasks in foreign language lessons are generalized, the role of a teacher as facilitator of the process of reflection is determined.