REFLECTIVE ACTIVITY AND ITS ORGANIZATION WHEN LEARNING A FOREIGN LANGUAGE

• Liudmyla Yasnohurska

  Rivne State University for the Humanities

  https://orcid.org/0000-0003-3039-447X

• Natalia Michuda

  Rivne State University for the Humanities

  https://orcid.org/0000-0001-7936-7996

• Iryna Maslo

  National University of Water and Environmental Engineering

  https://orcid.org/0000-0002-8637-5000

Reflective activity of students who study a foreign language, which involves cognitive activity in the process of learning and professional development, should be the methodological basis of subject educational activity and be organized as a continuous, permanent, regulated process aimed at collecting and analyzing information about personal motivations for learning, about ways of working with educational information to find alternative ways to solve educational tasks and problems, to achieve a personally set goal. The article emphasizes that the issue of reflective activity is worthy of attention, since the experience of reflective self-analysis is of great importance for those who study because it allows them to develop independence, criticality and originality of judgments, the ability to analyze and self-determine, responsibility for the choice made, the ability build and implement a trajectory of self-development based on the principles of lifelong education. Reflection should be the methodological basis of the subject educational activity, which ensures self-determination of the student, which involves cognitive activity in the process of learning and professional development, the search for alternative ways to solve educational tasks and problems, initiative in building joint activities, conscious motivation and justification of one's actions

Properly organized reflexive activity of students ensures acquisition of subject knowledge, personal development of students and activation of metacognition. The authors emphasize that the development of self-reflection skills can and should be carried out in the learning process and for the learning process, since reflective mechanisms are part of the process of mastering new information, and the level of their development affects the success of the learning process. Reflective skills, as skills of a higher order in the hierarchy of cognitive activity, require systematic and purposeful development. It is necessary to organize reflective activities of students based on existing types and forms of reflective learning.

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