THE DEVELOPMENT OF STUDENTS` SELF-REGULATION AS A MEANS TO FOSTER FOREIGN LANGUAGE ACQUISITION
DOI:
https://doi.org/10.37536/ej.2018.27.1895Keywords:
learners` self- regulation, teaching a foreign language, EFL, consciousness raisingAbstract
Teaching a foreign language to young adults outside its natural reach can only be effective if it relies on consciousness raising methods. The key element in conscious language acquisition is learners` self-regulation. However, both the theory and practice of foreign language teaching do not put enough emphasis on developing the corresponding self-regulatory skills of learners in the process of teaching foreign languages at university. The problem of applying the general theoretical knowledge of self regulatory mechanisms to foreign language acquisition by university students needs further investigation. Thus, the article focuses on the mechanisms of self-regulation that are more applicable to foreign language acquisition, as well as ways to implement methods of teaching in reliance on the corresponding self-regulation mechanisms, selecting and adjusting relevant diagnostic tools in order to measure the components of self-regulation and the effect of fostering self-regulation on the development of students` foreign language competencies. The methods of the study embrace psychological diagnostics adjusted to the process of language acquisition as well as statistical interpretation of the data. The article concludes that the experiment with University students helped ascertain and confirm the effectiveness of particular ways of teaching a foreign language (English) targeting students` self-regulation and, thus, optimizing and accelerating the process of foreign language acquisition.
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