METACOGNITION AS A FRAMEWORK FOR SELF-REGULATED LEARNING WITH REFERENCE TO THE DEVELOPMENT OF SOFT SKILLS OF LINGUISTIC STUDENTS

The article is devoted to the potential of task-oriented development of metacognition with reference to the development of soft skills and transfer of skills acquired during mastering it to other areas of cognitive activity of linguistic students while their communicative, linguistic, intercultural and interpersonal competencies are formed as components of their professional competence. Using the example of first-year linguistic students studying the topic “Career Prospects”, the authors consider the possible content and forms of work with the educational unit, analysing the process and results of their activities, based on the component composition of linguistic competencies and soft skills. The authors offer a sample plan for a student’s final report on the topic, where the teacher focuses the student’s attention on understanding and analysing their thinking processes, on developing the ability to recognise, control and regulate their own cognitive processes, and accordingly, to consciously choose the strategies and tactics necessary to solve the educational tasks of the section.

SOFT SKILLS, COMMUNICATION, METACOGNITIVE SKILLS, LINGUISTIC STUDENTS, SELF- REGULATED LEARNING